INSPECTION REPORT THE BRIT SCHOOL FOR THE ... - Ofsted

INSPECTION REPORT
THE BRIT SCHOOL
FOR THE PERFORMING ARTS
AND TECHNOLOGY
LEA area: CROYDON
Unique reference number: 101849
Principal: NICK WILLIAMS
Reporting inspector: Barbara Hilton
3228
Dates of inspection: 25 - 29 November 2002
Inspection number: 250867
Full inspection carried out under section 10 of the School Inspections Act 1996

© Crown copyright 2002
This report may be reproduced in whole or in part for non-commercial educational purposes,
provided that all extracts quoted are reproduced verbatim without adaptation and on condition
that the source and date thereof are stated.
Further copies of this report are obtainable from the school. Under the School Inspections
Act 1996, the school must provide a copy of this report and/or its summary free of charge to
certain categories of people. A charge not exceeding the full cost of reproduction may be
made for any other copies supplied.

INFORMATION ABOUT THE SCHOOL
Type of school: City college for the technology of the arts
School category: City technology college
Age range of students: 14 to 19
Gender of students: Mixed
School address: 60 The Crescent
Croydon
Postcode: CRO 2HN
Telephone number: 020 8665 5242
Fax number: 020 8665 8676
Appropriate authority: Governing Body
Name of chair of governors: Mr John Deacon
Date of previous inspection: 28 October 1996
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INFORMATION ABOUT THE INSPECTION TEAM
Team members
Subject
responsibilities
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Aspect
responsibilities
3228 Barbara Hilton Registered inspector How high are
standards?
9561 Husain Akhtar Lay inspector Educational
inclusion
24142 Sylvia Argyle Team inspector Media studies
10759 Lynn Bappa Team inspector Sociology
History
3258 David Bain Team inspector Psychology
8076 Terence Bendall Team inspector Design and
technology
18446 Joss Bennathan Team inspector Theatre
Information and
communication
technology
Dance
a) The school’s
results and
students’
achievement
How well are
students taught?
How good are the
curricular and other
opportunities?
How well is the
school led and
managed?
What should the
school do to
improve further?
How high are
standards?
b) Students’
attitudes,
values and
personal
development
How well does the
school care for its
students?
How well does the
school work in
partnership with
parents?
Accommodation
and learning
resources

10391 Val du Plergny Team inspector Music
10448 Michael Elson Team inspector Citizenship
Religious education
12408 Alan Frith Team inspector Modern foreign
languages (French
and German)
1779 David Leonard Team inspector Science
11975 Thelma McIntosh-Clark Team inspector Musical theatre
31983 Debra Makin Team inspector Arts management
Production
12120 Jack Mallinson Team inspector English
English as an
additional language
25748 Roger Moyle Team inspector Dance (post-16)
19925 Margaret Price Team inspector Mathematics
10288 John Richards Team inspector Art and design
23030 Caroline Runyard Team inspector Dance (Years 10
and 11)
1795 Joyce Sanderson Team inspector Theatre
1130 Barry Smith Team inspector Special educational
needs
The inspection contractor was:
Cambridge Education Associates
Demeter House
Station Road
CAMBRIDGE
CB1 2RS
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How good are
curricular (spiritual,
moral, social and
cultural)
opportunities?
How good are the
curricular and other
opportunities in
Years 10 and 11?
Any concerns or complaints about the inspection or the report should be raised with the
inspection contractor. Complaints that are not satisfactorily resolved by the contractor
should be raised with OFSTED by writing to:
The Complaints Manager
Inspection Quality Division
The Office for Standards in Education
Alexandra House
33 Kingsway
London WC2B 6SE

REPORT CONTENTS
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Page
PART A: SUMMARY OF THE REPORT 7
Information about the school
How good the school is
What the school does well
What could be improved
How the school has improved since its last inspection
Standards
Students’ attitudes and values
Teaching and learning
Other aspects of the school
How well the school is led and managed
Parents’ and carers’ views of the school
ANNEX: POST-16 11
PART B: COMMENTARY
HOW HIGH ARE STANDARDS? 14
The school’s results and students’ achievements
Students’ attitudes, values and personal development
HOW WELL ARE STUDENTS TAUGHT? 17
HOW GOOD ARE THE CURRICULAR AND OTHER
OPPORTUNITIES OFFERED TO STUDENTS? 19
HOW WELL DOES THE SCHOOL CARE FOR ITS STUDENTS? 22
HOW WELL DOES THE SCHOOL WORK IN
PARTNERSHIP WITH PARENTS? 24
HOW WELL IS THE SCHOOL LED AND MANAGED? 25
WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER? 27
PART C: SCHOOL DATA AND INDICATORS 29
PART D: THE STANDARDS AND QUALITY OF TEACHING IN
AREAS OF THE CURRICULUM, SUBJECTS AND COURSES
IN KEY STAGE 4 34
PART E: THE STANDARDS AND QUALITY OF TEACHING IN
AREAS OF THE CURRICULUM, SUBJECTS AND COURSES
POST-16 52

PART A: SUMMARY OF THE REPORT
INFORMATION ABOUT THE SCHOOL
The BRIT School for the Performing Arts and Technology is a city technology college for 14-19 year
olds. The school is sited in Croydon although students are admitted from boroughs across London and
the south east, including parts of north Surrey and Kent. The total roll is 825 with 572 post-16 students
and 253 students in Years 10 and 11. Girls outnumber boys by about 2 to 1 in all years. About 30 per
cent of students are from minority ethnic backgrounds, which is broadly representative of the home
boroughs of students, except that the proportion of students attending the school who come from black
Caribbean and black African backgrounds is relatively high and the proportion from Asian backgrounds is
relatively low. The attainment of students on entry in Year 10 is broadly average, although all are
committed to an aspect of performing arts and related technologies and many are talented or have a
particular flair. The proportion with special educational needs is below the national average and of these
the great majority is dyslexic. All speak English fluently. As a city technology college the school is
funded directly by the Government, with substantial support from the British Record Industry Trust
(BRIT), which about 10 years ago established this unique provision in performing arts and related
technology.
HOW GOOD THE SCHOOL IS
The BRIT School is a very effective school. Teaching is a strength: good in Years 10 and 11 and very
good post-16. Students, who are highly motivated and enthusiastic, are helped to make the most of
themselves and they progress very well. Recent General Certificate of Secondary Education (GCSE)
results have been well above the national average and success on post-16 vocational courses is
consistently very good. The school is very well led and managed and provides very good value for
money.
What the school does well
• Students achieve very well. GCSE and GNVQ results are rising rapidly and were well above the
national average in 2002.
• Post-16 provision and achievement are very good in many areas, providing a very good basis for
progression into higher education, performance industries and related technologies.
• Students are highly motivated and respond enthusiastically to the strong support they receive to
make the very best of themselves.
• Teachers have high expectations and lesson planning is very good; vocational areas provide a rich
range of inspiring activities.
• The ethos is highly positive and reflects the focus of the school on performing arts and related
technologies, through outstanding contributions by governors and very good leadership and
management, promoting strong teamwork throughout.
What could be improved
• Students' achievement up to GCSE in mathematics, design and technology, and modern foreign
languages and in religious education throughout.
The areas for improvement will form the basis of the governors’ action plan.
HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION
The school has made very good progress since the last inspection in 1996. GCSE results have
improved markedly and post-16 results are also better. Teaching is much better now than at the last
inspection. Substantial progress has been made in several of the key issues of the last report: raising
standards of achievement in core and foundation subjects; adopting systematic procedures for
monitoring and evaluating student achievement; the involvement of the governing body in the strategic
management of the school; clarification of the responsibilities and management arrangements of the
school; and the introduction of an appraisal system. Consistent approaches to improving students’
writing and use of language remain areas for development. A new principal has been in post since
January 2002. Bearing in mind the very good leadership and management of the school and the highly
effective governing body, the school is well placed to improve further.
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STANDARDS
The table shows the standards achieved by students at the end of Year 11 and students at the end of
Year 13 based on average point scores in GCSE/GNVQ and A-level/AS-level examinations.
Performance in: all schools
compared with Key
similar
schools
2000 2001 2002 2002
GCSE/GNVQ examinations D C A A*
A-levels/AS-levels - - -
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very high
A*
well above average A
above average B
average
C
below average D
well below average E
(A/AS-level results are not included here because students took single subjects alongside their major
vocational course.)
GCSE and General National Vocational Qualification (GNVQ) results have improved rapidly over the last
few years. Students’ performance in 2002 was well above the national average and in the top five per
cent, when compared with schools with similar proportions of free school meals. This reflects very well
on their progress since starting at The BRIT School in Year 10, at which time their attainment was
broadly average. GCSE results were high in English, well above average in art and design, dance and
humanities, and above average in sociology, science and theatre studies. In mathematics, results while
below the national average, were in line with the average in similar schools. Results were below average
in French and German and well below average in religious education. Students achieved very well on
vocational courses at intermediate level in performing arts, well in art and design and satisfactorily in
media. Inspection evidence is that standards overall in Year 11 are above average and broadly in line
with results. Students with special education needs progress very well, in line with others. Standards of
literacy are good and numeracy is satisfactory. Students use information and communication
technology (ICT) very effectively.
Post-16 students consistently achieve very good results in advanced-level vocational courses. In 2002,
results were high in the Business and Technician Education Council (BTEC) National Diploma in
production and in musical theatre, very good in theatre, dance and music. Results in the Advanced
Vocational Certificate of Education (AVCE) in art and design and in media were also good. Alongside
the vocational courses a significant number of students take a GCE subject at A2 or AS-level. The
popular subjects are English, performing arts and creative subjects in which results are usually good.
The number of entries and results are lower in history, mathematics, psychology and sports science. Alevel
results have improved since the last inspection. Inspectors found standards in lessons and work
seen to be generally well above average in vocational areas and good, sometimes satisfactory, in other
subjects. Students communicate and use information technology well. Their numeracy skills are
adequate for their courses. Students with special educational needs are helped to progress very well.
Good use is made of challenging targets to raise standards and results. Nearly all students stay for the
full length of their courses: retention is high.
STUDENTS’ ATTITUDES AND VALUES
Aspect Comment
Attitudes to the school Excellent. Students are highly motivated and enthusiastic about the
school.
Behaviour, in and out of
classrooms
Personal development and
relationships
Exemplary. Students behave with consideration and courtesy.
Excellent: students’ personalities develop very well. They respond
extremely well to all the opportunities provided in the school.

Attendance Good in Years 10 and 11 and satisfactory in other years. Significant
numbers of older students have difficulty arriving on time: a better
registration system is needed.
Students contribute wholeheartedly to the school's ethos of respect, trust and creativity. Respect for
feelings, values and beliefs is an outstanding feature of the school, which has a diversity of cultures and
interests. Post-16 students are happy and proud to be at the school.
TEACHING AND LEARNING
Teaching of students: Years 7 – 9 Years 10 – 11 Years 12 – 13
Quality of teaching n/a good very good
Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory;
unsatisfactory; poor; very poor. ‘Satisfactory’ means that the teaching is adequate and strengths outweigh
weaknesses.
Teaching is very good overall with examples of excellence on vocational courses. Students learn very
well: they are highly motivated by the relevance of the work to their own interests and the performing arts
industry. The adult environment and the many opportunities they have for participating in aspects of the
life of the school help them to take responsibility for their own progress. Committed teachers and very
good planning enable students to make the most of themselves, including those with special educational
needs and the gifted and talented. Very good teaching in Years 10 and 11 enables students to make
great strides in performing arts subjects (dance, music and theatre), also in art and design, media,
sociology and citizenship. Students are taught and learn well in most other subjects, including English,
mathematics and science. Teaching and learning are good in religious education lessons but students
do not achieve well enough because of shortage of time. Learning in design and technology and modern
foreign languages is satisfactory: a more varied range of activities would assist progress in both
subjects.
Marking and assessment are well used in many subjects but practice is uneven and not consistent
enough in some subjects, including mathematics and modern foreign languages. In these, teachers do
not make enough use of assessment in planning suitably challenging work. The use of homework is
also inconsistent. Much involves rehearsal and practical activity and demands on students are uneven.
Subject teachers are attentive about students' use of literacy and numeracy (and the key skills of
communication and numeracy post-16) although approaches are not consistent across the curriculum.
Students' use of information and communication technology is good throughout and in several vocational
areas they make excellent use of specialised equipment and software.
Post-16, the great strengths of teaching are in performing arts and related technologies; history teaching
is also very good. Other subjects are mostly well taught, but in mathematics too many students are not
interested in their GCSE re-sit classes and this is affecting their progress. Overall, students work very
hard and take significant responsibility for their own learning and collaboration with others.
OTHER ASPECTS OF THE SCHOOL
Aspect Comment
The quality and range of the
curriculum
Provision for students with
special educational needs
Provision for students’
personal, including spiritual,
moral, social and cultural
Very good. The match of vocational courses to students’ interests and
aspirations is a strength. The time provided for religious education is not
enough to allow requirements to be met.
Good: students' needs are carefully assessed and provided for in a very
sympathetic environment.
Excellent: the community is dedicated to maximise every individual’s
gifts and talents. Staff are very good role models. Spiritual awareness is
developed very well through performance areas but students do not have
The Brit School for the Performing Arts and Technology - 9

development regular opportunities for worship.
How well the school cares
for its students
The effective pastoral system ensures the well being of students. The
monitoring of students' overall progress is good and in performance
subjects students' progress is guided very well. However, in several
subjects marking and assessment could be better used to help students
understand their progress.
Extra-curricular provision is a strength. Performances and workshops enrich learning in dance, music,
musical theatre, production and theatre. Visits, visitors and local organisations enhance work in many
subjects. Links with the local community, including students' contributions in local schools, are very
strong.
HOW WELL THE SCHOOL IS LED AND MANAGED
Aspect Comment
Leadership and management
by the principal and
other key staff
How well the governors fulfil
their responsibilities
The school’s evaluation of
its performance
The strategic use of
resources
Very good. The principal and senior staff provide extremely clear
direction and manage the interface of professional expectations and
provision excellently. The leadership has planned and supported marked
improvement in GCSE results as well as steady improvement in post-16
results.
Outstandingly well. Governors have a very good sense of the strategic
development of the school and best value. Through their efforts the
school benefits from an unusually wide range of community and industry
links. Requirements are met except for provision of religious education
and a daily act of collective worship.
Systematic arrangements have been introduced and used for results
overall and in some departments although arrangements could be more
consistent.
Resources, including specific grants, are used with excellent efficiency
to promote high standards. Financial management is excellent.
Staff are very well qualified, especially in performance areas, where many have backgrounds in the
relevant industries. Teamwork is strong and support staff play a very positive role; for example, they help
students with special educational needs, in technical support, the library, students' services, managing
the site and administration. Accommodation is good and lends a professional ambience to work in
dance, theatre, music, musical theatre and production. Resourcing is of excellent quality: students
have opportunities to work with commercial quality equipment and in a very good library.
PARENTS’ AND CARERS’ VIEWS OF THE SCHOOL
What pleases parents most What parents would like to see improved
• Their sons and daughters are happy in the
school
• Expectations are high
• The school builds on individual talents and
helps students make the most of themselves
• Teachers are very supportive and give
generously of their own time
• Challenge provided in non-performance
subjects
• Information on homework and progress in
some subjects
Inspectors agree with parents about the aspects which please them. Inspectors found work is generally
challenging but agree that high standards are not found throughout and could be better in mathematics,
design and technology, modern foreign languages and religious education. Inspectors found many
students working extensively after lessons, often on practical activities. Written homework, however, is
The Brit School for the Performing Arts and Technology - 10

much more variable in quantity and quality. Progress reports to parents are good. However, in a few
subjects marking and assessment could be improved so students have a clearer understanding of their
progress.
The Brit School for the Performing Arts and Technology - 11

ANNEX: POST-16 THE BRIT SCHOOL FOR THE PERFORMING ARTS
AND TECHNOLOGY
POST-16 INFORMATION
This is the larger part of the school with post-16 students outnumbering those in Years 10 and 11 by
about two to one. This gives the school the atmosphere of a junior college. While all students have a
strong interest or talent in performing arts or related industries, attainment on entry has been broadly
average. All students are interviewed before entry; nearly all Year 11 progress into the Year 12 and they
are joined by about twice as many from schools in the London area and a few from farther afield.
Although the great majority travel daily, a small (but significant) minority stay locally during the week.
The composition of the post-16 community is the same as for the whole school.
HOW GOOD POST-16 PROVISION IS
Very effective, overall. Students achieve very well on vocational courses: their results are very good.
Very good leadership and management have improved results which are better now than at the last
inspection. Teaching and learning are strengths. Individual attention enables students to make the
most of their talents and some do outstandingly well. Provision is very cost-effective.
Strengths
• Excellent provision in performing arts and related technologies.
• The very good standards and versatility students achieve on their vocational courses.
• Outstandingly good contributions students make to their progress and the school community,
through sharing their talents, enthusiasm and initiative.
• Challenge and inspiration provided by highly skilled and professional staff who help students to
develop expertise in their chosen field.
• Excellent links with industry, professionals and the community.
What could be improved
• Arrangements for registering attendance.
The areas for improvement will form the basis of the governors’ action plan. Strengths and areas for
improvement in individual subjects are identified in the sections on individual subjects in the full report.
THE QUALITY OF PROVISION IN INDIVIDUAL CURRICULUM AREAS
The table below shows overall judgements about the provision in the subjects and courses that were
inspected post-16. Judgements are based mainly on the quality of teaching and learning and how well
students achieve. All subjects leading directly to an award were inspected.
Curriculum area Overall judgement about provision, with comment
Mathematics Satisfactory. Students progress well on the AS-level course and attain
in line with expectations. Progress on the GCSE re-sit course is
limited and standards are below average. Teaching is satisfactory.
Science Good. Students achieve well. The teacher guides discussion well,
enabling students to learn from each other.
Arts management Very good. Year 14 students have mature attitudes and achieve very
well, in response to very good teaching. They deal well with outside
agencies and make an important contribution to the life of the school.
Physical education Satisfactory. The quality of provision is good but there are few
opportunities available for a sixth form of this size.
Art and design Very good. Students achieve well because teaching is consistently
very good, incorporating a wide range of art aspects and excellent
The Brit School for the Performing Arts and Technology - 12

esources.
The Brit School for the Performing Arts and Technology - 13

Curriculum area Overall judgement about provision, with comment
Media Very good. Standards are high and students achieve very well. They
benefit from teachers' very good subject knowledge and professional
expertise. They appreciate and make very good use of the excellent
facilities.
Dance Very good. Standards are well above average. High quality teaching,
resources and accommodation contribute greatly to students’ very
good progress in all areas, including composition, choreography and
performance.
Music Excellent. Subject knowledge and commitment of the teachers
enable the students to make excellent progress in all areas. Students’
performance, by the end of Year 13, is outstanding. Results are well
above average.
Musical theatre Excellent. Standards are very high, as a result of very good teaching.
Opportunities for students’ personal development are outstandingly
good. The subject fully reflects the ethos of the school.
Theatre Excellent. Standards are high. Students make very good progress as
a result of skilled teaching and many opportunities for extra-curricular
work and performance.
Production Excellent. The knowledge and experience of teachers contribute
strongly to students’ learning. Progress is very good by students
across the ability range.
History Good. Students progress very well, as a result of enthusiastic and
knowledgeable teachers.
Psychology Satisfactory. Teaching is good. While results of external
examinations are below average, as are students’ standards of written
work at an early stage of the course, analytical discussion is above
average. Progress is satisfactory.
English Good. Standards are in line with the average and students achieve well
due to the commitment and expertise of their teachers and effective
debate in lessons.
French Satisfactory. Teaching is good and attainment is average, overall.
Students with prior experience of the language do very well and all
students benefit from the first-hand knowledge and experience of their
teachers.
All students cover key skills in their vocational courses. Communication is good, with speaking and
listening being particularly effective. Numeracy skills are adequate: students cope with the demands of
their courses. Overall, information and technology skills are good; some students make extensive use
of specialist equipment and software.
The Brit School for the Performing Arts and Technology - 14

OTHER ASPECTS OF POST-16 PROVISION
Aspect Comment
How well students are guided
and supported
Effectiveness of the
leadership and management
of the sixth form
STUDENTS’ VIEWS OF POST-16 PROVISION
Staff are very supportive; students receive good guidance. Skilled
assessment on entry to Year 12 and frequent monitoring and support
through vocational courses help students to build on their strengths.
Very good. The clear rationale for post-16 work is reflected in the very
good teaching and progress students make. Governors are keenly
interested and supportive. Excellent teamwork among staff and
students contributes well to generating a professional ethos.
What students like about provision What they feel could be improved
• Staff are very supportive of individuals: they
are allowed to be themselves.
• Specialist teaching in subjects of their choice.
• They are encouraged to work independently.
• The availability of very high quality resources.
The Brit School for the Performing Arts and Technology - 15
• Not enough feedback on progress in some
areas.
• Time taken to mark homework.
Inspectors endorse students' positive views and feel their concerns are justified because of
inconsistencies across subjects. The school's assessment working party is addressing these areas.
COMPARING PROVISION IN SCHOOLS AND COLLEGES
Inspectors make judgements about provision in subjects and courses, and about leadership and
management, in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor.
Excellent and very good are equivalent to the judgement “outstanding” in further education and sixth form
college reports; poor and very poor are equivalent to “very weak”.

PART B: COMMENTARY
HOW HIGH ARE STANDARDS?
The school’s results and students’ achievements
1. Year 11 results have improved rapidly over the last few years. Most students take courses
leading to General National Vocational Qualifications (GNVQs) alongside GCSE subjects. In
2002, students' performance was well above the national average and high, relative to schools with
similar proportions of students eligible for free school meals. Year 11 results reflect very well on
students' achievement since their entry to The BRIT School in Year 10, when their attainment was
broadly average (in some years, a little below). In 2002, all students (a high proportion relative to
all schools nationally) successfully gained at least one or more graded results at GCSE and the
proportion gaining five subjects at the higher grades (A*-C) was well above average. Virtually all
students take English, science (single-award) and mathematics at GCSE. Results in 2002 for
English were high and for science they were above the national average, however for mathematics
they were below the national average (but broadly average, relative to similar schools). Results in
each of these core subjects were better in 2002 than in 2001. All students entered the school with
a strong interest or flair in performing arts - which is reflected in their achievement on vocational
courses. While boys' results were a little better than girls', there are fewer boys than girls in the
school and all achieved very well; in most subjects inspectors found their performance to be
similar in lessons. Results reflect very well on the progress of students with special educational
needs.
2. Students enter the school in Year 10 from a wide range of backgrounds and very many schools.
The banding of students by attainment, where it occurs, helps teachers to plan work for the levels
at which students are working. Inspectors found standards in lessons and work seen to be above
average by the time students reach Year 11. Students progress very well overall in lessons
throughout Years 10 and 11, and rapidly in dance, media, music and theatre and in art and
design, spurred on by their own enthusiasm and commitment and supported by very good
teaching. In these subjects, examples of very high attainment by students were seen. Progress
is very good in citizenship education, through a combination of very good provision in sociology
and the many opportunities for students to take responsibility and understand the viewpoints of
others in performing arts subjects. Progress is satisfactory, rather than good, in design and
technology lessons, where students' experience is limited to a small range of skills, although
individuals and groups of students extend their expertise by working on productions and projects.
Progress is good in individual lessons in religious education but, because of the narrow scope of
the syllabus and small amount of time provided for it across Years 10 and 11, overall achievement
is low. Students progress well in both English and mathematics and attain standards in lessons
in line with the high results in English. In mathematics, with support from teachers in lessons,
standards are a little better than results and match national expectations. Students progress well
in science; standards are above average in lessons and examinations. All students speak
English fluently. Standards of literacy are good overall, with strengths in many areas, but
weaknesses in others. Standards of numeracy are satisfactory overall. Students cope with
handling numbers and mathematical ideas in their subjects but there is no systematic approach
to numeracy across the curriculum. Students in both years make extensive use of information
and communication technology (ICT) to assist their learning in many subjects. More is reported
on literacy, numeracy and the use of information technology in sections of Part D of the report on
English, mathematics and information and communication technology.
Post-16
3. Students consistently achieve very good results in advanced-level vocational courses. Alongside
the vocational courses a significant number of students take a General Certificate in Education
(GCE) subject at A2 or AS-level. In most years, nearly all pass and they do well in popular
subjects including English, performing arts and creative subjects. The number of entries and
results are lower in history, mathematics, psychology and sports science. Bearing in mind the
modest GCSE results of many who completed their courses in 2002, their final results reflect very
The Brit School for the Performing Arts and Technology - 16

good added-value. The results include those for students with special educational needs, who
achieve very well. Overall, results for male and female students are similar.
4. Attainment in post-16 lessons is above average and progress very good. As lower down the
school, standards are better in performing arts (and related technologies), where examples of high
standards were seen, than in other subjects. The commitment of students to their vocational area
is reflected in their very good learning and progress. In dance, theatre, music and musical
theatre, instances of individual excellence were seen and productions and projects reflect high
standards resulting from teamwork, with planning, choreography and direction by students.
Progress in GCE subjects is good. In lessons, students attain in line with course expectations in
English and mathematics, and above average in science; other subjects are in line with
expectations. Standards in personal and professional development are good, reflecting very good
support in tutorial lessons and through opportunities in vocational courses.
5. Students communicate effectively, their use of number is satisfactory and of information and
communication technology is very good. These key skills are developed as integral parts of the
vocational courses, but there is no co-ordinated approach across the curriculum and
consequently inconsistencies occur. More is reported about key skills in post-16 sections on
English, mathematics and information and communication technology.
Trends and targets
6. Over the last few years, GCSE results have improved rapidly: they are much better than at the
last inspection. Post-16 results are also better. Planning over the last few years to improve
results has been very effective. Improvements in curricular planning and teaching have
strengthened learning. Revision classes have helped students to prepare for examinations.
Systematic procedures have been introduced for monitoring and evaluating students' progress.
Good use is made of challenging targets to raise standards and results. Targets are set in
subjects and for students individually. Analysis of standard tests taken by students on entry
shows good value added in most subjects. Statistical measures of relative performance confirm
inspectors' findings: on the whole students do better in performing arts subjects, art and design
and media than in their other subjects. Every year some students achieve outstandingly well. In
2002, the results of a dance student and one in sociology were among the top five candidates in
the country. The school does not analyse results by ethnicity or background. In lessons, no
difference was observed in standards among students of different ethnic groups. A small but
significant minority of post-16 students lives away from home during the week. They are well
supported and achieve in line with the rest. Nearly all students stay for the full length of their post-
16 courses: retention is high.
Students’ attitudes, values and personal development
7. Students’ attitudes and behaviour, very good at the time of the last inspection, are now excellent.
Students arrive in good heart in the mornings and their interest remains very high throughout the
school’s working day, which is long. Evening performances are very well supported by students.
Parents at their meeting with inspectors said that the school values individual talent and their
children like school; students interviewed overwhelmingly confirmed that this is the case. All
groups of students, including those coping with difficult circumstances or needs, are highly
motivated and enthusiastic, and participate extremely well in lessons and other activities. For
example, in Year 11 students were exceptionally well motivated and worked enthusiastically to
refine and learn their modern jazz dance; their progress was very good. Students' keenness in a
Year 10 art lesson helped them sustain concentration and learn new skills, including computeraided
design, and they made excellent progress in their design work on close-ups. Students with
special educational needs respond very well to the support that they receive and learn well,
individually and in small groups.
8. Students wholeheartedly uphold the school’s ethos of respect, trust and creativity; their behaviour
is exemplary, both in lessons and around the school. Year 11 students showed great selfdiscipline
and maturity during their auditions for sixth form opportunities in drama and musical
theatre. In a Year 10 drama lesson, students were keen to share their experiences, showed high
levels of respect to each other and consolidated their skills of movement and communication very
The Brit School for the Performing Arts and Technology - 17

well. Consideration and courtesy continue during the breaks, when students socialise or carry on
practising their performance skills. Respect for feelings, values and beliefs is an outstanding
strength of the school, which has a diversity of cultures and interests. Inspectors saw no
incidents of any oppressive behaviour. Bullying is not an issue in the school. Students treat
school property, including displays, with good care. The number of exclusions, a little increased
since the last inspection, is below average. Exclusions are for a short period and purposeful.
There were no permanent exclusions in the last school year. Correct procedures for exclusion are
followed.
9. Students' personal development is excellent; they respond extremely well to all the opportunities
provided at the school. Students are successful in forming constructive relationships with adults
and other students. Co-operation and collaboration are evident in lessons and in preparation for
performance events, as observed, for example, in a Year 10 music lesson. Students value each
other's performances. All groups of students mix and work together very well as, for example, at
lunchtime when The Space is used for performance and assessment activities. Students show
good care and concern for others by following safety instructions in practical activities, some held
in a highly specialist environment. Students are very well organised and act like responsible
adults. They understand the importance of hard work and take responsibility for their own
achievements. They willingly take initiative in choosing their work and how to set about it; this
approach is a part of their everyday working and is extremely well developed.
10. Attendance has improved since the last inspection and is now good, being above the national
average. Unauthorised absence is below average. Students are sometimes late, mostly because
of transport problems or the travel distance involved but this does not really disturb learning since
the teachers are well skilled at minimising disruptions.
Post-16
11. Post-16 students are happy and are proud to be a part of the school. They enjoy excellent
relationships with staff and with each other; these help them to participate effectively in lessons
and cope well with their courses. The collaborative atmosphere in a Year 13 personal and
professional development lesson enabled staff and students to constructively discuss auditions
and students made rapid gains in confidence about their own abilities. Students’ attitudes to
work in lessons are very good, with many examples of excellence - as in Year 13 musical theatre,
when students were rehearsing a scene from The Hired Man and in Year 12 production where
they were recording music for a radio trailer. They are eager to succeed in the world of performing
arts. The vast majority complete their courses, about half proceed to higher education and nearly
all the rest take up jobs in the creative industries. Students are well organised and complete work
within the time limits given. While their attitudes are very good, their recorded attendance is
merely satisfactory. Unauthorised absence appears high because the school does not have a
satisfactory system of recording post-16 attendance. Students are courteous young adults and
behave extremely well.
12. Students express themselves very well when discussing their work and plans for the future, and
they are keen to talk about their interests and achievements. This was clear in interviews with
students, including a discussion with a group of students involved in community theatre. All
groups of students, including boys and girls and students from different ethnic backgrounds, show
maturity and confidence in response to the supportive and college-like atmosphere in the school.
All students have the opportunity to meet with a tutor on a regular basis to review their progress
and set targets for future work. They undertake these reviews seriously. The personal and
professional development education lessons and formal and informal contacts with tutors help
students to learn to make informed choices about personal issues.
13. The students are encouraged to develop good organisational skills and the ability to take
responsibility for their own learning; for example, in art, dance and music. The work of the
student council and the tutorial programme provide opportunities for the development of the
students’ social skills and decision-making. Students work extremely well with others, as when
Year 12 students worked in groups on the theme of ‘protest’ during the lunchtime of the
inspection week. They show initiative and work out how to tackle activities, for example,
The Brit School for the Performing Arts and Technology - 18

organising tournaments for younger students. They readily use research materials, including the
Internet. Their investigative skills are very well developed.
The Brit School for the Performing Arts and Technology - 19

HOW WELL ARE STUDENTS TAUGHT?
14. The quality of teaching is very good, overall, particularly post-16. Students benefit from very good,
occasionally excellent, teaching in their vocational areas and there are examples of very good
teaching across the curriculum. Teaching was good at the time of the last inspection and is
better now. The high standards in performing arts subjects reported at the last inspection have
been maintained and teaching in other subjects is generally better.
15. The very good teaching and high motivation of students, who come from a variety of ethnic
backgrounds, enable them to learn very well, and gifted and talented students to do outstandingly
well. They acquire good basic knowledge of their chosen vocational area as well as in National
Curriculum subjects. They acquire the skills required, including perseverance and initiative, to
achieve a successful performance. They work at a very good pace and make good use of their
time. They learn to evaluate and accept constructive criticism about how to improve. Because
relationships are excellent, students contribute well and are confident in their learning. Students
are very ready to help each other and work co-operatively, as observed in a Year 10 music lesson,
when a very competent violinist helped another student with the guitar.
16. Teachers draw very well on their subject knowledge and backgrounds. Their knowledge enables
them to ask well-focused questions, as observed, for example, in media and in religious
education. In performance areas, demonstration and specific questions help students to learn
quickly, as observed when Year 11 were learning about modern jazz techniques (in dance) and
about theatre as social commentary (in theatre). In English, teachers draw ably on their
knowledge of literature to help students understand the main point of texts, as observed when
Year 10 were studying An Inspector Calls. Teachers make very good, sustained use of French
and German in modern foreign language lessons, which helps students to develop good accents
and appreciate the foreign ambience.
17. Teachers' expectations are generally very high and students respond to them very well. In art and
design, for example, teachers' enthusiasm and wide-ranging technical capability help students to
incorporate many aspects of art and design in their work, as observed when Year 11 students
used digital techniques in creating images in the style of Patrick Caulfield. Students' experience
is less varied in design and technology. Year 10 students, for example, do not always engage
with the tasks, some of which draw on a limited range of skills. On the other hand, challenging
topics in sociology enable students to develop good understanding of social structures and
societies. Topics covered contribute well to students' understanding of citizenship, and their
evaluative skills.
18. Teachers use a good range of methods and approaches. Work is generally very well planned. In
dance, music and theatre students develop individual and team skills by working together for
projects, small and large-scale productions. In many topics, teachers draw on examples from a
wide variety of ethnic and cultural contexts; this range is especially wide in music and dance. In
technical aspects, students use excellent equipment to help them learn - as observed when Year
10 students, working on a radio project, used computer software to record their work. Year 10
students were also observed making very good progress in information and communication
technology, creating a poster, and making use of publishing and digital imaging software.
Lessons frequently start with recapitulation, to help students remember their earlier work, as
observed in mathematics when Year 10 students learned about area and volume, and Year 11
students learned about graphs. Objectives are made clear at the start of some science lessons.
This was seen when Year 10 students were learning about atomic structure, and Year 11 about
the effect of heat on substances, but it is not always the case, which sometimes slows down
students' learning. During lessons many teachers constantly assess students' competence and
guide them to do better. Students also learn to evaluate their own work and that of others, as
observed, for example, when Year 11 students were creating work for performance (in drama).
This is a strong feature in performing arts subjects and helps students to do well, and some to
reach very high standards, but in several subjects assessment in lessons or marking could be
strengthened, as in science, mathematics, modern foreign languages and physical education.
19. Time is excellently used in vocational courses so students learn to work effectively. Attitudes are
sometimes more relaxed in physical education lessons, not helped by the erosion of time
The Brit School for the Performing Arts and Technology - 20

ecause of travelling to games facilities at Crystal Palace. On the other hand, Year 10 students
benefit from specialist instruction in activities such as sailing and learn very well. The very good
use made of the well-resourced library helps students to gain research skills in many subjects.
Homework is set in most subjects but practice is inconsistent and in some subjects homework
consists of extended coursework; some students need help in planning this.
20. Teachers in subject areas are generally attentive to students' use of literacy and numeracy,
although approaches are not consistent across the curriculum. English teachers set a good
example, with lessons devoted to topics such as paragraphing, for example, and explanation of
the use of apostrophes, but on occasion more emphasis could be placed on technical vocabulary
in subjects. Good attention is paid to the use of language in sociology, as observed when
accurate use of words helped Year 11 students understand the difference between socialisation
and social control. No particular attention is paid to numeracy in mathematics, or in any other
subject, but students cope with help from their teachers, as the need arises. Students' use of
information and communication technology assists their learning and homework in many
subjects. The systematic teaching of information technology in Year 10 enables them to use a
good range of applications.
21. Students with special educational needs are supported well. They are taught almost entirely in
lessons with other students. Learning is supported additionally through individual and small group
lessons. The good range of provision, support staff and teachers' knowledge of individuals, help
students to progress very well. Systematic planning by subject teachers to address students'
individual education plans is not well developed.
Post-16
22. Teaching and learning post-16 are very good and strengths of the school. More very good teaching
is evident than at the last inspection. Students at the start of Year 12 make rapid progress in
performance subjects and related technologies. They work hard - many put in many hours above
taught lessons - and acquire new skills which they practise and put into effect for productions and
projects which are assessed. As they build on their skills, motivation and confidence are
strengthened and they take significant responsibility for their own learning and collaboration with
others. Over the course of Years 12 and 13 their knowledge and understanding are deepened
through many links with professionals and activities in the performance industry. Relationships
are excellent. Students learn in an adult environment. Their contributions are valued and
respected and they are helped to do very well.
23. Teachers are very well qualified for the subjects they teach. Their understanding of course
requirements and practical matters about performance deepen students' understanding. In a Year
12 dance lesson for boys, the students made very good progress in modern dance techniques,
while consolidating their understanding of the physiology of warm-up sessions and the need for
health and safety. Year 12 students in musical theatre made excellent progress in a lesson
about conveying emotion in song through using imaginative exercises and drawing on participants'
own contributions. The use of real-life context speeds learning, for example, of set designs,
lighting and make-up techniques by production students (for The Hired Man, the production at the
time of the inspection). Other vocational areas also have a keen performance edge.
Expectations are high; students respond well and expect highly of themselves; gifted and talented
students achieve exceptionally well. In theatre, for example, Year 13 students were helped to see
what they could make of scenes from a project, Finally we are no one, by incisive intervention by
the teacher. Lunch box theatre (five minute monologues by Year 13) and Political Protest Day
(Year 12 drama in groups) plunged students into realistic performance situations, resulted in very
good learning and provided students with direct audience reaction. The only classes in which
students were not well motivated were for students re-sitting GCSE mathematics; lack of interest
was affecting the progress of many.
24. Teachers' subject knowledge enables them to ask searching questions, for example, about
characterisation, as observed in an English lesson as Edward II with Year 13; about polynomials
in a mathematics lesson for Years 12 and 13; and about deprivation and privation in a Year 12
psychology lesson. Very good knowledge, which spans course requirements and the
management of the entertainment industry, brings the arts management course alive and enables
The Brit School for the Performing Arts and Technology - 21

the teacher to give clear explanations of matters such as copyright. Especially in performing arts
and related technologies, teachers draw very effectively on the richness of students' ethnic and
cultural backgrounds and of local communities. A topic in dance, for example, has benefited from
displays by an Indian dancer: styles are well represented in Year 13 performances for
assessment.
25. Homework is well used overall and includes practising performance as well as written work, some
of which, as coursework, lasts several weeks. Marking is regular on the whole but sometimes not
frequent or detailed enough, as in mathematics, French and production. In lessons, teachers
help students to improve by asking thoughtful, astute questions: this is an excellent feature in
performing arts subjects and students benefit by learning how to evaluate their own progress.
Self-evaluation is an area for development in art and design. In dance, more use could be made of
students' own evaluations in setting targets for further improvement.
26. Post-16 lessons are well planned and organised. Change in activities keeps the momentum
going in some (for example, history). The community sports leaders award is well planned by
physical education teachers, so students learn how to organise and evaluate sports activities.
Detailed, rigorous planning in art and design enables students to make very good progress in
learning techniques (for example, photography) and to appreciate a wide range of applications and
styles (as in a Year 13 lesson observed on still-life drawing and paintings). Good choice of lesson
topics engages students' interest in French; in a Year 12 lesson observed, they made very good
progress in discussion of the film Amélie. Discussion is well used to promote understanding, for
example, in science, as when Year 12 students developed their understanding of autism through
class discussion. In psychology, students' skills of oral analysis develop well through the
teacher's good use of questioning. In history, debate among groups of students (mostly Year 12
with some Year 13) on the motion of Churchill - saviour of the nation? enabled them to make very
good progress in historical analysis and argument.
27. Communication, numeracy and information and communication technology are well taught as part
of the vocational courses. As lower down the school, there is no co-ordinated approach to
teaching key skills, so inconsistencies occur. Students' progress in physical education would be
strengthened by further emphasis in lessons on the use of technical language and in psychology,
for example, students need help with their written work. The use of information and
communication technology for presentation assists many students, including those with dyslexia
and other special educational needs. Teachers adapt work in lessons for those with difficulties
and they progress very well on the whole, in line with all students.
28. Teachers make excellent use of extremely good resources in art and design, media, production,
musical theatre, theatre, dance and music. The excellence of resources is both in traditional
resources (for example, musical instruments) and also in information and communication
technology. This variety is used in many lessons, especially in performance and related
technologies. Technicians give excellent support to teaching, for example in production and in
media. The value to students of the technology and technical support is that they enhance their
creativity, competence and their awareness of the breadth of the performance industry.
HOW GOOD ARE THE CURRICULAR AND OTHER OPPORTUNITIES OFFERED
TO STUDENTS?
29. The quality and range of the curriculum are very good. It serves the purpose of the school and the
aspirations of students very well. The curriculum overall has changed little since the last
inspection, when it provided full access to the required subjects of the National Curriculum and
allowed students to specialise in aspects of the performing arts. The time allocated each week,
27 hours, is above the minimum recommended. The five-term year supports students' learning
very well. Students choose a ‘strand’ from dance, music, theatre, media and art and these can be
studied for GNVQ intermediate or GCSE awards. They study National Curriculum subjects
including French or German and can choose a minor option from arts subjects and physical
education. Although the curriculum was broad and balanced there were reservations at the last
inspection about some aspects of curricular provision in modern foreign languages, physical
education and information and communication technology. These difficulties have been
The Brit School for the Performing Arts and Technology - 22

overcome. Languages receive sufficient time and physical education, although presenting a
narrow curriculum, meets requirements and makes the best out of limited facilities. All students
have access to information and communication technology as the result of the introduction of a
one-year short course in Year 10. Where the curriculum does not meet requirements is in
provision of religious education. Not enough time is allowed for requirements to be met. The focus
of provision in design and technology is to support GNVQ performing arts. This role is appropriate
in the context of the school, but there are overlaps with other subjects and schemes of work could
helpfully be reviewed.
30. In performing arts subjects the curriculum is a strength: a very wide range of activity is provided in
dance: jazz, choreography, tap, modern, musical theatre, improvisation and body maintenance
are just a few of the topics studied. In sociology, the curriculum is broad and balanced and
benefits from extensive extra-curricular and community links. It is a favourite subject of some
students in Year 11. However, provision in mathematics and science, while satisfactory, is weak
in some aspects: they include few extra-curricular activities or links beyond the school. In
mathematics, a change in syllabus has contributed to improved results. In science, students'
scope is limited because only single-award science is offered in Year 10 owing to other pressures
on the timetable.
31. While attention is paid to literacy in English and some other subjects, little consistent emphasis
is placed on literacy across the curriculum. Inspectors noted some weaknesses in students' use
of vocabulary and written work. The school is aware of this shortcoming and staff development is
planned, early in 2003. Students, with the help of subject teachers, cope with the mathematical
demands of their courses. However, no systematic attention has been paid to numeracy across
the curriculum and students do not receive practice in subject areas which would strengthen their
progress in mathematics. Arrangements to support students' information and technology skills
have improved greatly with the introduction of a short course GCSE for all. Additionally, the open
access information and communication technology area is available - and used by students - for
about 12 hours each day.
32. Extra-curricular provision is a strength: so much extra-curricular activity is offered in performing
arts subjects that it is difficult to mark a boundary between curricular and extra-curricular work in
the extended working day. Visits, performances and workshops enhance the curriculum in
dance, music and theatre. Students learn a wide range of skills by participating in productions at
the Queen Elizabeth Hall, Fairfield Halls and Crystal Palace. Visits and visitors range from
individual artists to organisations such as the police, who make a significant contribution in
sociology. Most subjects offer clubs, such as astronomy GCSE offered at lunchtime by the
science department and extra ‘catch-up’ sessions. Students greatly appreciate the amount of
time teachers give in helping individual students to improve. Very good as it is, extra-curricular
provision is lacking in some areas. Few activities are provided by mathematics, and for sports. No
foreign visits are arranged to help students to improve their competence in German. The school
has very strong links with the local community. BRIT students run productions in local primary
and special schools and the nearby pupil referral unit. Year 10 are scheduled to perform for
Croydon schools in March 2003.
33. Provision for students with special educational needs is good. They are fully integrated into all
aspects of the school's life. Teachers and support assistants adapt work in lessons to meet the
needs of individuals. Departments are provided with information on students' abilities but the
extent of their planning to match them is very varied. This is good in music and in information and
communication technology and assisted in several subjects by broad grouping of students by
ability (for example, in English, mathematics, science and modern foreign languages). Planned
individual and small group lessons are provided for some students. Additional support is provided
from outside agencies to meet specific needs, for example, hearing or vision impairment. The
learning resource centre, as well as being a teaching room, is used and appreciated by students
as a quiet place to study.
34. All students have access to what the school offers. The application and interview system helps
each student to find the most suitable course. Personal and professional development lessons
provide an organised programme of personal, social and health education and cover requirements
for sex and health education and drugs awareness. Sociology lessons provide a very good basis
for citizenship education, which is strengthened through many opportunities to consider
The Brit School for the Performing Arts and Technology - 23

elationships and responsibilities in subjects, including dance and theatre. Careers education is
well structured. A programme of work based learning takes place at the end of Year 10 and is
supported by materials supplied by the careers officer, who also interviews all students.
Post-16
35. Overall, the post-16 curriculum is very good. It is exceptionally well focused on preparing
students for higher education and careers related to the performance industries. In one respect,
however, statutory requirements are not met. Religious education is not provided.
36. The outstanding strength is the match and organisation of the curriculum to help students to
progress in their chosen fields. The selection process for Year 11 students (both BRIT students
and those from other schools) is well planned to help teachers to judge students' potential
strengths. The school fulfils a regional need. Nearly all Year 11 students progress into Year 12
and they are joined by about twice their number, mostly from schools in Greater London. Each of
the main vocational areas offers breadth within its programme of study. In dance, for example, a
range of dance techniques (including jazz, classical ballet and tap) is covered, together with body
maintenance, choreography and other subjects, some related to business studies and rehearsal.
Much collaboration occurs across the areas. In staged productions, for example, theatre, dance
and music students may work with production students and draw on aspects of arts management
in costing the show. The combination of breadth of experience with specialist provision in
aspects which build on students' strengths provides an excellent basis for progression. The
organisation of the year into five terms supports learning and assessment arrangements for the
unit-structured courses. The extended day provides very good opportunities for students to
practise or work on their own or in small groups. Students regularly make use of facilities both
before and after school, until about 6.30 pm.
37. Alongside their vocational courses, many students take AS-level subjects, which add breadth and
strengthen applications for higher education. The school is responsive to students' wishes and
needs. In a few subjects, A2-level courses are run, depending upon numbers. Key skills are well
covered because they are integral to vocational courses, although the demands placed on
students for communication (written and spoken, use of numbers and information and
communication technology) varies greatly across subject areas. For example, most students
make regular use of information and communication technology - frequently for word-processing
and accessing information. Some students use sophisticated techniques for image-manipulation,
controlling sound and music. Few make use of spreadsheets and data analysis. No monitoring
has taken place of students' experience and competence in key skills across the post-16
courses. Provision of personal, social and health education, known in the school as personal
and professional development, is satisfactory. Requirements are met in provision of health and
sex education and drugs awareness. The careers programme is very good. In part this is
covered in personal and professional development, with attention given to making choices and
applications to higher education. Students also benefit greatly from curricular links in their
vocational courses with professional organisations, the dance, media, theatre and music
industries and backgrounds of their teachers.
38. An outstanding strength of the post-16 curriculum is the breadth and richness of activities outside
lessons. Many are within the school, with the foyer performances and productions being
paramount, most of which are used for formal assessment and contribute to students' success on
their courses. However, the team work engendered and celebratory style surrounding the events
are captivating and add much to the personal and professional development of students directly
involved and their audience. Industry links are excellent. Students benefit from master classes
(in musical theatre), workshops with actors, directors and producers from companies as varied as
the Royal Shakespeare Company to Frantic Assembly (in theatre) and from staging their own
productions in prestigious venues such as the Fairfield Halls, Queen Elizabeth Hall and the
Cartoon Club, Croydon (for music). Students have also benefited greatly from community
activities. They have had opportunity to paint wall murals for a neighbouring early years centre;
help students, some with special educational needs, in local schools; some participate in
Saturday morning (BRIT kids) classes with local young people. Annually, at the end of term 5, a
week-long festival enables students to work on projects, both within and beyond the main
vocational area. In 2002, to celebrate its first ten years, the festival was particularly active, and for
The Brit School for the Performing Arts and Technology - 24

friends, ex-students, and the neighbourhood provided cutting-edge theatre, dance broadcasts on
their own radio station (BRIT-FM) and a live music stage.
Personal development
39. Provision for students’ personal development in Years 10 and 11 and post-16 is excellent. Social
and cultural development are outstandingly strong. The school has created a culture in which
personal initiative and social responsibility are prized and rewarded. Post-16 students take
considerable responsibility and assist with younger students, for example, in dance. The school
fosters the skills of presentation and performance through practical work and constant attention to
technique. Opportunities occur across the whole curriculum for students to develop collaborative
skills by working in pairs or groups, often in mixed aged groups. Vocational courses by their
nature require students to develop initiative and responsibility. Students experience democratic
participation by electing councils to represent them. Representatives use form time to consult
with their tutor groups. A major innovation since the last inspection is the introduction of
sociology to meet the requirements of citizenship. Sociology is very popular with students
because the GCSE course is a very good introduction to the study of society. It gives students a
systematic conceptual approach to what they explore more subjectively in other subjects. This
development since the last inspection has raised very good provision to the standard of
excellence.
40. Provision for students’ cultural development is excellent. The school is a resource of ethnic and
cultural diversity in itself and the life of the school reflects and enriches students’ experience.
Countless opportunities exist to take part in performances, from major shows to small fringe
theatre productions. In the summer the school holds a festival week of events and celebrations.
Assembly is an opportunity for students to share their diversity of heritage and culture. In English
students enjoy literature from a wide range of cultures and poetry by both men and women. Post-
16 dance covers not only traditions as different as African Caribbean and Indian but also the
contemporary British repertoire. Art and music offer a very wide range of approaches including
use of the latest electronic techniques. Links with the local community and other schools add
social and cultural enrichment. The only gap is that the school does not give enough time for
students to continue learning about Christianity and the impact of religion in different social and
cultural traditions.
41. Provision for spiritual development is very good. The school’s distinctive curriculum with its
emphasis on the performing arts allows students to identify and explore what inspires them. In
each strand of the performing arts the school promotes individual talents within a community of
mutual support. The school exists to give its students the opportunity to understand and
communicate human feelings. Teachers show students how to reflect on and present human
experience and how to evaluate critically each other’s performance. Students are taught to
exercise critical judgement with a spirit of generosity. Assemblies are valuable occasions for
raising awareness of culture and history. The school has no arrangements for students to
experience collective worship daily and no plans to introduce it. The omission of religious
education in Year 10 and the shortage of time in Year 11 deprive students of the opportunity to
reflect on issues from an informed religious point of view.
42. Provision for students’ moral development is very good. The Student Agreement promotes the
very highest standards of behaviour. Staff provide very good role models. Opportunities to take
responsibility occur throughout the daily life of the school and through participation in the
community. The Political Protest Day held by students in Year 12 drew attention to such
contemporary issues as adultery, prostitution and AIDS. In science, students consider the
ethical dimensions of inherited disease, environmental pollution and non-renewable resources.
The rights and wrongs of life feature in many lessons and help students to a mature sense of
morality. In dance, for example, students have to learn sensitivity to each other as a necessary
condition for successful choreography. The programme of personal and professional development
includes topics that develop moral sensitivity and sociology in Years 10 and 11 offers a
structured, conceptual approach.
The Brit School for the Performing Arts and Technology - 25

HOW WELL DOES THE SCHOOL CARE FOR ITS STUDENTS?
43. The care the school provides for students’ welfare, health and safety is good. The environment for
learning is secure and supportive, as at the time of the last inspection.
44. The school makes good provision for students new to the school and those joining in Year 10
have the opportunity of attending a two-day induction. The school’s pastoral system is effective in
ensuring students’ well-being in school. Tutors regularly review students’ personal development.
Individual students giving cause for concern are discussed at regular pastoral meetings and
pastoral targets revised if necessary. All members of staff know and understand the needs of
students well and respond sensitively to them. Student services, centrally placed in the main
building, provide a focus for the students seeking help, support and guidance. Students are well
informed about choices, through support provided in the personal and professional development
programme. This is augmented through work placements and the many opportunities to work in a
professional context, in the vocational courses. Parents feel that the school helps their children
in becoming mature and responsible.
45. Child protection procedures are in place; the vice-principal as the nominated person keeps others
informed about the issues. Training is arranged for appropriate numbers of staff in first aid and the
school nurse attends regularly. Accidents to students and staff are properly recorded. Health and
safety practice is generally good. The site manager is knowledgeable and ensures that the
premises, including the specialised accommodation and equipment, meet health and safety
requirements and teachers and students are aware of them. The health and safety hazards
pointed out by the last inspection are now rectified. Some minor hazards were noted during this
inspection and the school has been informed about them.
46. The school’s attendance officer takes a close interest in ensuring that attendance is recorded
accurately and that registers are kept in accordance with statutory requirements. Absences are
promptly detected and effectively followed. All registration requirements are now met and the
school obtains good attendance in Years 10 and 11. Discipline expectations are made clear
through the student agreements and students are mature enough to fulfil them. The atmosphere of
respect and courtesy in the school very successfully promotes good behaviour and manners.
Opportunities for students’ social development and understanding of others are excellent; as a
result, anti-social behaviour is not a feature of the school.
Assessment
47. This aspect of the school’s work, identified as a key issue for action by the last inspection, has
improved. The monitoring of students’ academic performance is generally good. The school
makes use of nationally standardised tests for monitoring students' overall progress and they are
given minimum target grades in each of their subjects. Students’ previous, current and projected
standards are recorded on a spreadsheet. This information is kept centrally and shared with
heads of subjects. Teachers use this information, together with marks given by teachers, to set
subject targets at the assessment days, which are held for students and their parents. Data
collected are then used to monitor students’ performance. Practice in subjects, however, varies.
The assessment of students’ work and monitoring of progress are good or very good in many
curriculum areas: for example, they are good in art and design and in sociology, and very good in
English, dance and music, where assessment is used as a valuable tool for improvement.
Arrangements are satisfactory in mathematics and science, but in both these subjects marking
could be better used to set targets for improvement. Assessment is integral in vocational courses
and is good, because students have a clear understanding of how they are achieving and what
they should do to improve. Public examination and assessment results are analysed but the
school does not analyse attainment by different groups of students, including those of minority
ethnic backgrounds. The use of assessment information to plan the next stage of students’
learning is a strength in vocational areas, where activities are modified and planned to help
students to progress. In other subjects practice varies, and in art, modern foreign languages,
physical education and religious education assessments are not linked clearly enough to course
requirements and understood by students.
The Brit School for the Performing Arts and Technology - 26

48. The assessment of students' special educational needs is thorough. Information about their
attainment on entry is well used to track progress, which is regularly and correctly reviewed. The
school meets requirements for provision, as outlined in students' statements of special
educational need.
Post-16
Assessment
49. The effectiveness of the school’s use of assessment data to monitor the performance of students
is generally good. Assessment criteria for assignments and other coursework are clear. Teachers
regularly assess work and monitor progress. However practice, lower down the school, varies.
For example, assessment procedures are good in English, dance and music and provide clear
guidance to students on their strengths, but they are unsatisfactory in science where students do
not have a clear idea of their progress. Some parents at their meeting with inspectors were
puzzled about assessment post-16. The students interviewed were well satisfied with the marking
of their work and the advice they are offered on how they might further improve but felt that their
work is not always checked promptly. Assessment week helps in identifying problems and
students’ individual needs, setting targets for improvement and monitoring individual performances
against target grades. The assessment based on performance events is very good. The school's
procedures for assessing work in vocational areas meet the requirements of awarding bodies.
Reports from external verifiers are analysed and an action plan is agreed covering the findings of
reports, in order to improve practice.
Advice, support and guidance
50. Information and guidance for students about their courses is good. The prospectus and other
publicity material are well presented. They give prospective students clear information about the
school and the subjects on offer. Potential students are able to attend open days, which they find
helpful in deciding whether to pursue their applications. The admissions process is effective. The
induction programme helps students to settle into their courses quickly. Teachers and other staff
are supportive and friendly towards students in the school which has the feel of a junior college.
Guidance and advice on applying to higher education are helpful and a good proportion of students
progress to higher education. Tutors, on courses in performing arts and related technologies,
many with professional backgrounds, give useful advice to students who want to use their
performance skills and enter the relevant industry. Feedback on students' progress to parents is
good. Support for students with specific educational needs is good.
51. Students are allocated a personal tutor from their main vocational area. They receive good
guidance and support from their tutors and use them as the first point of contact when problems
or difficulties arise. Students also seek help and guidance from student services staff, who provide
advice on a wide range of issues, including information on boarding facilities in the area, and
access to other specialist support, if necessary.
52. The procedures in Years 12 and 13 for registering students’ presence in the school are
unsatisfactory. Registration is carried out in lessons and this makes it difficult to ascertain overall
levels of students’ attendance. The trial use of an electronics system is yielding more reliable
information about who is in the school and where.
HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?
53. Partnership with parents, sound at the time of the last inspection, is now good. Parents have
favourable views about the school and what it achieves. They feel that the school builds very well
on individual talent and that their sons and daughters like school, where their personalities are
well developed, they are expected to work hard, taught well and make good progress. The
inspection evidence supports these views. Some parents would like to see improvement in the
challenge and progress in non-performance subjects and clearer information on homework.
Inspectors found that work is generally challenging and that students progress very well on the
The Brit School for the Performing Arts and Technology - 27

whole, but acknowledge that the very high standards in performance subjects are not found
throughout and could be stronger in, for example, mathematics, modern foreign languages and
religious education. Inspectors found many students to be working extensively after lessons,
often engaged in practical activities, using computers or the library. Written homework, however,
is much more variable in quantity and quality.
54. The quality of information that parents receive from the school is good. Parents receive both
formal and informal information, such as the prospectus, the governors’ annual report and letters.
The prospectus omits information about arrangements for worship, required by legislation. The
progress reports on individual students keep parents well informed about what their children are
doing, how well they are doing and how they are supported at the school. Parents have
opportunities to discuss their children’s progress at consultation evenings. Parents of students
with special educational needs are invited to reviews. All these initiatives to reach out to parents
enable parents to influence their children’s learning well.
55. Many parents are knowledgeable on matters about performing arts and related technologies. They
support their children’s learning by motivating them and valuing the provisions at the school. The
school can rely on parents’ co-operation in addressing any concerns about their children’s
performance. Parents’ attendance at consultation and curriculum meetings is good, although their
day-to-day involvement in the life of the school is low, because many parents are not from the
local area. However, the parent teacher association is well supported. Overall impact of parents’
involvement on the work of the school is good.
56. In many respects post-16 students have more favourable views about the school. They
acknowledge excellent opportunities for their personal development and talk very positively about
the school and their experience. The great majority think that they are well informed about course
options and that they are given the right kind of help and advice to settle into the sixth form. They
find that staff are very supportive and specialist teaching is helpful. However, some concern was
expressed in the questionnaire about the information regarding the progress that they are making
towards their qualifications and the advice they receive about their futures. These points were
discussed with students: they were happy with the guidance for the next stage of their education
and their futures but regarding information about progress they felt that teachers do not always
meet the deadlines in marking their work.
HOW WELL IS THE SCHOOL LED AND MANAGED?
Leadership and management
57. The school is very well led and managed. Its main purpose - to provide education and career
opportunities for young people in creative industries - is fully reflected in its work. Students
respond very well to the opportunities the school provides and are successful in the courses of
their choice. The school has made very good progress since its last inspection in 1996.
Improvement in GCSE results has been marked and post-16 results are better. Teaching is now
very good overall: in the last inspection it was good. The school is very good at helping students
to make the most of themselves and the talents they have. Equality of opportunity and racial
harmony are very strongly and effectively promoted. The racial equality policy was being finalised
at the time of the inspection, after thorough consultation. Substantial progress has been made in
most of the key issues of the last report. Two aspects of the school, which were weaknesses at
the time of the last inspection, remain weak now: the school does not meet the statutory
requirements either for the provision of religious education or for daily worship.
58. Most aspects of leadership and management are strengths. The governing body has been
pioneering in establishing the school, and use their very considerable knowledge and influence of
the performing arts and related technologies to foster links and enrich its provision. They are
reflective about its role and evaluate developments in relation to the overall purpose of the school.
Through visits to departments and attending school events they are very well informed about its
work. They monitor expenditure and the work of the school critically and have high expectations
of its results and performance. The British Record Industry, at the time of the inception of the
The Brit School for the Performing Arts and Technology - 28

school, established The BRIT Trust, which through donations benefits young people generally,
including The BRIT School. The Annual BRIT Awards, while independent of the school, generate
support for the Trust and the school. Through governors, and the links they have fostered,
students have singularly good opportunities to be part of highly prestigious events, participating,
for example, in the Music Industry Trust annual dinner, Carlton TV's Child Prodigies and LWT's
pilot for Ant and Dec's new show.
59. Leadership in the school provides extremely clear overall direction. Much of this is due to the
principal and senior staff who manage the interface between professional expectations and the
school's provision excellently. This is illustrated in the daily life of the school - for example, the
box office reception, the (almost daily) foyer events and the high quality equipment used in
subject areas. Leadership and management in the main vocational areas are strong, promoting
excellent teamwork and high standards. The current principal took up his appointment in January
2002. Since his arrival several aspects of managing the work of the school, for example, subject
planning, assessment and cross-curricular links, have been strengthened through initiatives and
working parties to build on good practice. Relationships with students are excellent: they are
encouraged to be part of the professional team. The sense of shared commitment to the aims of
the school among governors, staff and students is extremely strong.
60. Very good systems are in place for planning for improvements; these have been made more
systematic since the arrival of the new principal. Overall priorities for development are properly
identified and costed within the school's financial planning cycle. Planning in subjects is newly
established in some areas, but strongly led for the main vocational courses. In several subjects,
heads of department are acting in a temporary capacity but the day-to-day arrangements work
smoothly and senior managers are assiduous in providing support. Co-ordination of support for
students with special educational needs is very capable and organised; legal requirements are
met. The regular cycle of afternoon meetings involves all staff in planning for school improvement.
Performance management arrangements are very good. Review of the school improvement plan
over the three-year planning cycle shows that very good progress has been made in main priority
areas. For example, provision for core subjects (English, mathematics and science) has been
strengthened, assessment systems introduced and attention focused on raising the attainment of
middle-ability students at GCSE: these factors have contributed to the rapid improvement in
results. Systematic arrangements are in place for the monitoring of teaching. These are
augmented in the main vocational areas by frequent team-teaching. Arrangements for staff
development are good. Specialists are invited into the school to help staff with particular aspects
of their work. A constant dynamic between professional aspirations and the taught curriculum,
maintained through the school's many professional links, creates an open-mindedness and
flexibility of approach in vocational areas which is unusually good. Staff new to the school, and
those who join the school from professional backgrounds, are very well supported.
61. Little emphasis has been placed on co-ordinating literacy across the curriculum and none on
numeracy. In the last sixth months an effective working party has devised activities that will
improve students’ literacy. These include a day of international story-telling, and an assembly
designed to explain how oral traditions are passed on from Africa to the Caribbean and thence to
America and England. The school has also decided in the last year to give weaker students in
Year 11 an extra lesson each week devoted solely to literacy. Groups are small and the impact
considerable. But there has so far been no staff training to put in place a consistent approach to
literacy in all subjects, although this is planned.
62. Financial planning is excellent. Over the last few years priorities have been well supported. The
BRIT Trust has supported capital projects - for example, the new sound system in the Obie
Theatre and provision of computers in the open-access area (which is extremely well used by
students). Funding for special education needs is effectively used. The school has a keen sense
of best value. For example, contracts are carefully negotiated and the site manager and his staff
contribute well to small improvements (for example, the provision of barres in dance studios) and
routine maintenance. Management information systems are very effectively used, overall. The
school is considering improvement in the post-16 registration arrangements, through use of an
electronics system to provide better monitoring information. The amount of money coming into the
school is determined by the formula and is the same as for other schools of a similar size and
The Brit School for the Performing Arts and Technology - 29

age range. Bearing in mind the very good quality provision and very good progress made by
students, the school gives very good value for money.
Resources: Staffing, Accommodation and Learning Resources
63. The school is very well and appropriately staffed. Many teachers in vocational areas have
professional experience and, together with curricular links with performing arts industries and
community groups, they give a strong professional edge to the work of the school. Team work at
the school is strong and support staff play a very positive role - for example, helping students with
special educational needs, in technical support, the library, students' services, managing the site,
administration and financial management. Pressure on services is heavy at times, for example,
technical support.
64. The quality of resources and accommodation differs between areas of the curriculum.
Accommodation is generally good. There are excellent dance studios, production rooms,
performance areas and computer suites and very good recording studios. In contrast with this
positive picture which boosts attainment, the technology suite is only satisfactory, one science
laboratory is not fully equipped and the old gymnasium is not adequate to teach the physical
education curriculum. Some rooms in musical theatre are over-resonant. Religious education has
no permanent base. The specialised accommodation is very effectively used and is of particular
significance in the sixth form courses. Pressure on space is high in some areas, for example, in
music and art. Displays are purposeful and project the performance nature of the school well. The
site manager and the maintenance staff are vigilant and keep buildings safe and clean. The school
is working on developing an outdoor area for performance as well as a quiet study space for post-
16 students in the recently renovated East Wing.
65. The school has invested substantially in learning resources: overall, they are very good and
specialist equipment is excellent. Books and computers are generally sufficient to support
students’ learning. The learning resources centre, well managed by professionally qualified
librarians, is a very good resource that helps teaching and learning. It contains a variety of
resources, including information and communication technology, audio-visual materials, books
and periodicals; the stock of pre-recorded compact discs is impressive. The school has invested
well in computers for students, teachers and support staff. Students use good up-to-date
machines, many of which provide access to the Internet; post-16 students use them consistently
and productively. The staff have access to a number of machines, giving access to the school’s
Intranet and facilities for sending and receiving e-mail. While little use has been made of
computers in design and technology, mathematics and modern foreign languages, the school has
plans to expand resources for these subjects. Demand for computers is high. Specialised
equipment, some of which is of commercial quality, is excellent, especially in the areas of art,
music, audio-visual recording and editing, and production, and boosts students’ learning
substantially. The use of the community to support the curriculum and learning is extremely well
developed.
Post-16
66. Post-16 provision is very well led and managed overall. It is the major part of the school.
Inspection evidence is that judgements which apply to the school overall apply equally to provision
for post-16 students.
67. Overall leadership and direction are excellent. High standards are maintained and the school is
successful in its main aim: preparing young people for higher education and careers in
performance industries. Governors are keenly interested and involved in the work of The BRIT
School - and maintain their interest in the progression and futures of ex-students. As in Years 10
and 11, however, the school does not meet statutory requirements for provision of religious
education and a daily act of collective worship.
68. The progress, results and success of post-16 students are closely monitored, by governors,
senior staff and directors of the main vocational areas. Additionally, personal commitment by
teachers to the progress of individuals helps students, who are very highly motivated, to make the
most of themselves. The school is keen to improve further. The principal has strengthened the
The Brit School for the Performing Arts and Technology - 30

management of post-16 pastoral care, to ensure more consistent approaches across vocational
areas. Inspection evidence is that pastoral support is good.
69. Planning for improvement and finance for post-16 education are very capably managed, as for the
whole school. The school has a very good sense of best value in planning its provision. Teaching
costs are securely within the budget allocation. Post-16 students gain great benefit from using the
excellent technical facilities and support in many areas; many take opportunities to use the
school facilities until the early evening.
70. Post-16 provision gives very good value for money, bearing in mind the amount of money coming
into the school, students' achievements which are well above average and their attainment on
entry, which is broadly average. Post-16 students contribute hugely to the very positive ethos of
the school through their example, participation and initiative - illustrated, for example, in their
frequent foyer performances.
WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?
71. To raise further the standards of work, attainment and progress of students, the governors,
principal, senior leadership and staff should:
(1) improve teaching and students' progress in mathematics, design and technology and
modern foreign languages by:
• strengthening the scheme of work and the quality and consistency of marking of
students' work in mathematics (paragraphs 18, 47, 84, 85,158 and 159);
• improving curricular planning and providing more challenging tasks in design and
technology (paragraphs 17 and 111);
• extending the range of teaching methods and use of assessment in modern foreign
languages (paragraphs 18, 47, 128 and 129).
•
(2) provide more time for religious education in order to ensure continuity of learning
throughout and full coverage of the syllabus (paragraphs 29, 57 and 144).
Post-16
(1) change the registration procedures so that students' attendance is properly accounted
for and monitored (paragraphs 11and 52).
72. In addition to the preceding areas for improvement, the following less significant weaknesses need
attention: monitoring and marking of homework (paragraphs 18 and 19); use of students' individual
education plans in subjects (paragraphs 21 and 33); monitoring of results by ethnicity (paragraph
6); co-ordination of support for literacy and numeracy across the curriculum (paragraphs 20, 27
and 31); deployment of technical support (paragraph 181); provision for collective worship
(paragraphs 41, 57 and 67). Accommodation needs improvement or review in subjects including
science, design and technology, musical theatre, physical education and religious education, and
pressure on space is high in music and art (paragraph 64).
73. Improvement in mathematics, design and technology and modern foreign languages was included
within a key issue of the last report. Religious education was not a weakness at that time
because it was taught within humanities.
74. The school is well aware of its strengths and areas for improvement. Plans include improvement
of mathematics and modern foreign languages, of accommodation for design and technology and
registration of post-16 students. Working parties established recently are addressing several of
the less significant weaknesses.
The Brit School for the Performing Arts and Technology - 31

PART C: SCHOOL DATA AND INDICATORS
Summary of the sources of evidence for the inspection
Number of lessons observed Years 10 – 11 90
The Brit School for the Performing Arts and Technology - 32
Post-16 101
Number of discussions with staff, governors, other adults and students 70
Summary of teaching observed during the inspection
Years 10 – 11
Excellent Very good Good Satisfactory Unsatisfactor
y
Poor Very Poor
Number 4 20 38 27 1 0 0
Percentage 4 22 42 30 1 0 0
Post-16
Number 9 56 30 6 0 0 0
Percentage 9 55 30 6 0 0 0
The table gives the number and percentage of lessons observed in each of the seven categories used to make judgements
about teaching.
Information about the school’s students
Students on the school’s roll Y10 – Y11 Post-16
Number of students on the school’s roll 253 572
Number of full-time students known to be eligible for free school meals 39 85
Special educational needs Y10 – Y11 Post-16
Number of students with statements of special educational needs 1 6
Number of students on the school’s special educational needs register 17 44
English as an additional language No of
students
Number of students with English as an additional language 17
Student mobility in the last school year No of
students
Students who joined the school other than at the usual time of first admission 0
Students who left the school other than at the usual time of leaving 28

Attendance
Authorised absence Unauthorised absence
% %
School data 6.5 School data 0.5
National comparative data 8.1 National comparative data 1.1
Both tables give the percentage of half days (sessions) missed through absence for the latest complete reporting year.
Attainment at the end of Key Stage 4 (Year 11)
Number of registered students in final year of Key Stage 4 for the latest reporting
year
Numbers of students achieving
the standard specified
GCSE results 5 or more grades
A* to C
The Brit School for the Performing Arts and Technology - 33
Year Boys Girls Total
2002
(01)
26
(35)
5 or more grades
A*-G
76
(85)
102
(120)
1 or more grades
A*-G
Boys 26 (21) 25 (32) 26 (34)
Girls 66 (43) 72 (81) 76 (83)
Total 91 (64) 97 (113) 102 (117)
Percentage of students achieving
School 89 (53) 95 (94) 100 (98)
the standards specified
National (48) (91) (96)
Percentages in brackets refer to the year before the latest reporting year.
GCSE results GCSE point score
Average point score
School 57.0 (40.0)
per student
National (39.0)
Figures in brackets refer to the year before the latest reporting
year.
Vocational qualifications Number % success
rate
Number studying for approved vocational qualifications or units and
School 101 (29) 99 (86)
the percentage of those students who achieved all those they studied
National (n/a)

Ethnic background of students
Categories used in the Annual School Census No of
students on
roll
The Brit School for the Performing Arts and Technology - 34
Exclusions in the last school year
Number of
fixed period
exclusions
Number of
permanent
exclusions
White – British 363 2 0
White – Irish 6 0 0
White – any other White background 27 0 0
Mixed – White and Black Caribbean 35 0 0
Mixed – White and Black African 7 0 0
Mixed – White and Asian 7 0 0
Mixed – any other mixed background 23 1 0
Asian or Asian British - Indian 2 0 0
Asian or Asian British - Pakistani 0 0 0
Asian or Asian British – Bangladeshi 1 0 0
Asian or Asian British – any other Asian background 0 0 0
Black or Black British – Caribbean 59 1 0
Black or Black British – African 22 0 0
Black or Black British – any other Black background 10 0 0
Chinese 9 0 0
Any other ethnic group 13 0 0
No ethnic group recorded 241 0 0
The table gives the number of exclusions, which may be different from the number of students excluded.
Teachers and classes Financial information
Qualified teachers and classes: Y10 – Y14
Total number of qualified teachers (FTE) 41.9 Financial year 2001-02
Number of students per qualified teacher 20
Education support staff: Y10 – Y14 £
Total number of education support staff 18 Total income 3,819,929
Total aggregate hours worked per week 537 Total expenditure 3.772.973
Deployment of teachers: Y10 – Y14 Expenditure per student 4831
Percentage of time teachers spend in
contact with classes
78.1 Balance brought forward from previous year 114.342
Average teaching group size: Y10 – Y14 Balance carried forward to next year 161.298
Key Stage 4 19
FTE means full-time equivalent.

Recruitment of teachers
Number of teachers who left the school during the last two years 17.7
Number of teachers appointed to the school during the last two years 15.0
Total number of vacant teaching posts (FTE) 4
Number of vacancies filled by teachers on temporary contract of a term or more (FTE) 2
Number of unfilled vacancies or vacancies filled by teachers on temporary contract of less than one term (FTE) 2
FTE means full-time equivalent.
The Brit School for the Performing Arts and Technology - 35

Results of the survey of parents and carers
Questionnaire return rate
Percentage of responses in each category
The Brit School for the Performing Arts and Technology - 36
Number of questionnaires sent out 825
Number of questionnaires returned 119
Strongly
agree
Tend to
agree
Tend to
disagree
Strongly
disagree
My child likes school. 75 22 1 1 1
My child is making good progress in school. 58 32 3 1 6
Behaviour in the school is good. 50 39 2 1 8
My child gets the right amount of work to do at
home.
Don’t
know
36 37 11 5 11
The teaching is good. 51 42 1 0 6
I am kept well informed about how my child is
getting on.
I would feel comfortable about approaching the
school with questions or a problem.
The school expects my child to work hard and
achieve his or her best.
37 40 9 3 11
63 34 3 0 0
74 24 1 0 1
The school works closely with parents. 42 42 10 2 4
The school is well led and managed. 51 36 3 0 10
The school is helping my child become mature and
responsible.
The school provides an interesting range of
activities outside lessons.
Other issues raised by parents
58 37 0 1 4
39 30 7 0 24
Nineteen parents attended the meeting with the registered inspector. They were well pleased with the
school, what it offers and achieves. They said that it provides an exciting environment, in which talent is
valued and well used.

PART D: THE STANDARDS AND QUALITY OF TEACHING IN AREAS OF
THE CURRICULUM, SUBJECTS AND COURSES IN KEY STAGE 4
ENGLISH
Overall, the quality of provision in English is very good.
Strengths
• Students achieve very well: GCSE results are well above average.
• Teaching is consistently good and assessment is very well used.
• Teachers show great commitment to their students' success.
• Very good extra-curricular activities broaden students' experience and understanding.
• Team work and leadership are strong.
Areas for improvement
• The opportunities provided for students to work independently.
• Expectations of standards of speaking.
• Proportion entered for GCSE literature so that more students have opportunity to gain this
certification.
75. Attainment in English on entry is at the national expectation. Progress is very good in the next
two years, so that GCSE results in English language are well above the national average. Until
recently few students were entered for literature and even in 2002 only two-thirds took the
examination, but of those who did all but one obtained grades A*-C: results were high. Girls tend
to perform better than boys but no more so than they do nationally. Within the school these
results are better than those for mathematics and science. Students with special education
needs make good progress, as do those who are talented. Those who speak English in addition
to their home language are fully fluent and make the same progress as everybody else.
76. Standards observed in lessons and in work seen are broadly in line with these results. All
students show very positive attitudes to the subject. They work well individually and in groups.
The ablest students write accurately, with a good understanding of paragraphing, punctuation and
sentence construction. Less able students are now given an extra lesson each week to improve
basic literacy. All students know well the texts to be studied in literature. Their criticism is
perceptive. Particularly impressive was the way in which a less able Year 11 group, working in
pairs, improvised the conversation in which Lady Macbeth persuades Macbeth to commit murder.
They grasped and portrayed the emotions of the relationship between Macbeth and Lady Macbeth
to a high standard. All classrooms display the poetry that students write for themselves, using
language that is sensitive and fresh. However, essays would be even better if students had more
practice. With that would come greater fluency and awareness of how to develop an argument.
77. How well students speak is related to the context. As in the improvisation of a scene from
Macbeth they show they can speak well, and in several lessons students made acute comments
on what they had heard. But in presentations to the class they tended to read from a script rather
than speak from the heart. In one debate the ablest students made good use of facts, but only
spoke passionately when they discarded their notes. Overall, standards of speaking are no more
than average. Although individually articulate and voluble in small groups, in whole-class
discussion they do not speak clearly or listen very attentively to each other. Virtually all students
read modern English fluently. They have no problem in coping with the texts they study and they
benefit from practice in reading Shakespeare aloud. They read for pleasure, although few students
borrow books from the school library.
78. Teaching is consistently good and as a result students learn rapidly and make very good
progress. Teachers have good knowledge of the texts and National Curriculum requirements.
They prepare thoroughly and mark conscientiously. Students warmly appreciate teachers'
willingness to give advice and support. Teachers make good use of assessment data, giving
students challenging targets. They explain things clearly. They inject variety, particularly in
lessons that last for an hour and a half. They expect students to draft and re-draft their work,
using computers effectively for this. A mentoring scheme supports those who are achieving less
The Brit School for the Performing Arts and Technology - 37

than they could. Relations with students are very good. In the best lessons there is very good
use of group work, prompting students to explore ideas for themselves. However, some teachers
could be even more effective if they were more imaginative about the tasks they set and provided
more opportunities for individual or collaborative work. There is no doubt that students are
learning much from what their teachers tell them. They know their own strengths and
weaknesses. But they could fruitfully be more independent.
79. Improvement since the last inspection has been very good. This is shown most dramatically in
examination results, which had been below the national average, but are now well above. This
progress has been achieved partly by giving more time to the teaching, but chiefly by the team
work of a very well led department. Teachers support each other, share their good ideas and
ensure they have a common view of standards. They organise many out of school activities and
in every way show they are committed to their students’ success.
Literacy
80. Standards of literacy overall are good, but the school’s strategies for ensuring consistent
standards across the whole curriculum are in need of further development. Literacy is developed
as part of the work in English. The inspection revealed some very good work in many areas, but
weaknesses in others. No attention has been given to literacy in mathematics. Most teachers in
all departments expect students to write at length and re-draft their work and many students use
information and communication technology to improve the presentation of their work. Good focus
is placed on written work in sociology and drama. Written work in science is generally good.
However, it is not developed well enough in media studies (especially in the folders of lower ability
students) or in art. Most teachers correct spelling mistakes and explain the meaning of
technical terms. In science and in dance, however, students lack confidence in the use of
technical terms because they are neither explained nor used consistently well by their teachers.
The library is very well equipped, and well used. Students generally speak well. They are
naturally articulate and most teachers give plenty of opportunity in all subjects for this skill to be
used. In modern foreign languages, however, few opportunities are provided for students to
practise French and German in spontaneous discussion and in physical education students do
not have enough opportunities to understand the strengths and weaknesses of their work through
evaluation. The more formal aspects of speaking and listening are not so well developed, as was
observed in some debates and presentations, and occasionally in drama.
MATHEMATICS
Overall, the quality of provision in mathematics is satisfactory.
Strengths
• GCSE results have improved markedly in recent years.
• Teaching is good overall.
• Students work well with their teachers and each other.
Areas for improvement
• The quality and consistency of marking of students' work, using an agreed system so that students
know how to improve.
• Development of schemes of work to systematically improve the key skills of numeracy, literacy and
information technology.
81. The GCSE results at the end of Year 11 in 2002 show a marked improvement on results in
previous years. Although results at the higher grades (A*-C) remain below the average when
compared with all schools nationally, they are in line with the average relative to similar schools.
Results across the full range of grades (A*-G) in 2002, broke the pattern of earlier years, when
they were in line with national average, and dipped a little because a significant number of
students were absent from the examination. Relatively few students are entered for the higher tier
examination and this limits the number who can gain the highest grades (A*-B). Students do not
do as well in their mathematics examinations as in English or science.
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82. Standards in lessons and in the work seen during the inspection in Years 10 and 11 were broadly
in line with national expectations; students were progressing well. Year 11 students are in line to
achieve average standards at the end of the year. The more able students attain above the
national expectation; for example, they develop satisfactory algebraic skills that enable them to
solve quadratic equations effectively by factorising and using formulae. They are less confident
when using substitution methods to solve simultaneous equations. Average attaining students
use coordinates, including negative numbers, to construct tables of values and determine the
graphs of equations. They use fractions and decimals competently and calculate averages, for
example, mean, mode and median. Lower attaining students, including those with special
educational needs, make good progress; teachers are understanding and sympathetic to their
needs. For example, in a Year 11 class of low ability students including students identified as
having special educational needs, all students were able to establish a rule within a sequence
that involved negative values and use the rule to generate further terms of the sequence. This was
as a result of the teacher’s clear explanations and individual support given to those students who
required further clarity.
83. The quality of teaching is good overall; it is never less than satisfactory. Students’ learning is
closely linked to the quality of the teaching. Lessons are mostly well planned and classes are
well managed. Students participate fully in nearly all lessons, in discussion and varied activities.
In most lessons, students are helped to learn systematically by teachers’ clear explanations and
step-by-step development of mathematical ideas. For example, in a well-structured Year 11
lesson, students made good progress. They constructed tables of values using positive and
negative values to determine a line graph to represent an equation. They produced graphs that
were both neat and accurate.
84. In lessons where there are weaknesses, students' learning is satisfactory, rather than good, and a
minority of students coast in their learning. The aims and objectives of lessons are not always
shared and reviewed with students, so they do not understand what they are expected to achieve,
and how well they have done. Planning does not always take account of the levels of students'
understanding. Examples were observed of work being too easy for some (on volumes) and too
complex for others (on equations). Generally work could be more challenging for more able
students. The attitudes of the students to their learning are good overall; they are never less than
satisfactory. Students are interested in their work and focus well on the tasks. Relationships
between the students and their teachers are very good; they are respectful and courteous and
support each other. Students’ behaviour is exemplary.
85. Students’ progress is monitored through end-of-module tests and half-yearly examinations. More
frequent tests would strengthen opportunities for students to revise and consolidate their learning.
There are inconsistencies in the marking of students’ class work and homework; not all work is
marked and there is no agreed system of marks or grades across the department.
86. Currently there is no head of department; two members of staff are sharing responsibilities to
ensure some cohesion in the running of the department. Inevitably there has been limited
progress in dealing with the department’s identified priorities. The scheme of work needs
improvement. There is no agreed planned approach to promote students’ mental skills in handling
number or strategies to involve the use of computers to enhance the learning of mathematics.
Arrangements are being made for a member of staff to review software for use in the department.
Although there is a whole-school focus to promote students’ literacy skills there has been no
implementation of this in mathematics lessons. Few opportunities are provided for students to use
their initiative and help them to take responsibility for their own learning, by pursuing open-ended
tasks and research assignments. The quantity and quality of books available for the students’ use
are good, but there are no computers in the department. Classrooms are attractive areas in which
to work; they are spacious and displays, that include posters and students’ work, are colourful
and interesting.
87. Day-to-day arrangements work smoothly. Individual teachers are conscientious. Focus on
improving results has been effective. Improvement since the last inspection is reasonable, in view
of the absence of a head of department, but substantive filling of that post is required to support
further improvement.
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Numeracy
88. Standards of numeracy are satisfactory, overall. In mathematics, although some students
demonstrate good mental skills in using numbers (for example, in the calculation of coordinates),
there are too few opportunities to encourage and reinforce numeracy skills; there is no planned
programme within the department or across other subjects to strengthen students’ mental skills
in handling numbers and mathematical ideas. The school has identified this as an area for
development later in this academic year.
89. A number of subjects use number but have no systematic approach to the development of
numeracy skills. In music, good attention is given to number, for example, in the use of beats in
the bar and time signature. Students handled calculations relating to the Post Office competently
in a German lesson but the mental skills of students in French were less secure when converting
to and from the euro currency. In science, students effectively tabulate results to help them
construct graphs but are less good at interpreting graphical information; standards are average. In
both design and technology and in physical education, effective use is made of basic measures
(such as millimetres, centimetres and metres).
SCIENCE
Overall, the quality of provision in science is good.
Strengths
• Examination results are improving steadily and standards are above average.
• Teaching is good and students achieve well.
• Students concentrate well and ask for help when they need it.
Areas for improvement
• Provide opportunities for higher attaining students to extend their learning.
• Use marking more effectively for setting targets to help students improve their work.
90. GCSE results at the end of Year 11 in 2002 were above the national average and higher than
those in similar schools. Results have been improving steadily, and improved further in 2002.
However, the proportion of students gaining the highest A* and A grades remains well below the
average nationally.
91. Standards seen in lessons and written work were above average in Year 11, reflecting the recent
improvement in GCSE results. Students, including those with special educational needs, make
good overall progress through Years 10 and 11. Higher attaining students are not given enough
encouragement to move beyond the basic lesson content; as a result their progress is less good,
although still satisfactory. When students enter the school in Year 10 standards are about
average. Most know the basic sequence of processes in human digestion but a significant
minority is unable to explain the purpose of each stage. For example, a common response was
“digestion breaks down the food and takes the goodness out”. Students achieve well in their
lessons, reaching standards that are above average by Year 11. More able students use their
scientific knowledge to make predictions about experimental outcomes, such as gauging the
effect of changing the concentration of a reactant on rate of reaction, but few analyse or consider
the uncertainty of their results in enough detail to attain the highest grades. Standards reached by
the small number of students taking double award science are above average.
92. Teaching and learning are good overall, although there are weak aspects in some lessons. Just
over half the lessons seen were good and all the rest were satisfactory. Good lessons are well
structured; students know what they are expected to learn and their learning is reinforced by a
review at the end. A key feature in almost all lessons is very good relationships between teachers
and students; as a result, behaviour is very good and lesson time is fully used for productive
learning. In Year 11, the teacher captured students’ interest by showing them examples of
articles made from plastic to illustrate uses of plastic materials. Students concentrated well
throughout the lesson and consolidated their learning at the end by completing a worksheet
The Brit School for the Performing Arts and Technology - 41

eviewing various methods of disposing of waste plastic. Students are quick to ask for help when
they need clarification; teachers respond well, often interacting with almost all individuals during
the course of a lesson. Some lessons are less well structured and the pace of learning is too
slow, because, for example, students copy from the board giving little thought to the content.
More able students are held back because they are not given enough encouragement to move
beyond the basic lesson content, as in Year 10 when an opportunity was missed for them to
research how the symbols of chemical elements were derived. Marking of students’ written work
is inconsistent. Comments are sometimes detailed and show students how to improve, but too
often marking is superficial and comments do not set targets for further improvement.
93. Students’ investigative skills are satisfactory overall in Year 11, but weaknesses in analysis and
evaluation of experimental results are not rectified early enough. Most students write well, with
accurate spelling, punctuation and grammar. However, teachers do not place enough emphasis
on key words, such as ‘polymer’, to ensure that students’ understanding of their meanings is
secure. Exercise books are very well kept and form an accurate record of work for future revision.
Students’ numerical skills are not systematically developed in science, but are adequate for tasks
such as working out costs of domestic electricity. Their skills in using information and
communication technology in science are not well enough developed because access to suitable
equipment is inadequate.
94. Leadership and management of the science department are satisfactory. Improvement since the
last inspection has been good. The proportion of students gaining A*-C grades in GCSE
examinations has more than doubled, and teaching is better now. However, planning for future
development does not address key areas for improvement in enough detail, for example, by
setting a measurable target for the proportion of A*/A grades to be achieved in 2003. Lack of
suitable textbooks for students to keep at home restricts homework, particularly activities for the
more able. One of the science rooms is not fully equipped as a laboratory so that practical work
is not always possible at the appropriate time.
ART AND DESIGN
Overall, the quality of provision in art and design is very good.
Strengths
• Results are very good; students progress very well through courses that are well integrated with
other expressive and visual arts areas.
• Teaching is consistently very good. Teachers are extremely enthusiastic about their subject,
provide high quality individual advice and guidance for students and set a challenging pace.
• Courses are well planned, and delivered; exciting high quality resources including innovative use
of computer aided design and displays provide an inspirational learning environment.
Areas for improvement
• Procedures for recording assessment and comparing standards to those nationally.
• Provision of vocational courses, leading more directly to post-16 courses.
• Technical support, to help organise resources.
95. In 2001, GCSE results were well above the national average and even better in 2002: all students
gained A*-C grades in both the art and design and the photography examinations. Results in 2002
were the best in recent years and show considerable improvement since the last inspection.
Achievement overall is very good for students across the ability range, including those with
special educational needs. Inspection evidence and predictions based on teachers' knowledge of
students' work indicate that results in 2003, while probably not as high as in 2002, are likely to be
very good.
96. Standards of work seen in art and design and in photography were above expectations. High
standards are promoted through the exploration of a wide range of art media and the styles and
techniques of other artists and art movements. The latter are used very effectively to develop
students’ own styles and techniques. Experimental work is well researched, rich in colour and
The Brit School for the Performing Arts and Technology - 42

pattern quality, and mostly developed from direct observational drawing. Work shows strong
commitment and productivity is high. Students understand the relationship between technical
proficiency and aesthetic qualities. This is evident in photographic work in both years, where
students’ workbooks show a good balance and integration of theory and practical work.
Photographs for the portrait theme using pinhole and digital cameras show equally aestheticallypleasing
qualities. Art and computer aided design are also exceptionally well integrated. For
example, Year 10 produce strikingly original computer generated designs and colour harmonies
from scanned direct observational drawings of shells, based on studies of art deco and the work of
Andy Warhol. Although students are good at evaluating their work, there is scope for further
improvement in the quality of written work and independent research.
97. Good working relationships with teachers and peers are formed through mutual interest in art, and
respect for the expertise of teachers. Behaviour in lessons is very good, often excellent, and
attitudes are extremely positive. Students show great enjoyment in the subject and are very keen
to be creative, including those with special needs, who learn well through investigating and
exploring art media. Students respect each other’s ideas, beliefs, and values.
98. Teaching and learning are very good, with some excellent features. Teachers communicate their
subject knowledge very enthusiastically. Schemes of work and lessons are planned in detail and
include references to previous and future tasks, the work of artists and art movements, and crosscurricular
links. Aims and objectives are clearly stated and good demonstrations, and lively
question and answer sessions aid assessment and reinforce learning, as observed in a lesson on
contact printing and good darkroom practice. Teachers have high expectations of their students
and set exciting and challenging tasks. A brisk pace is set through alternate whole class and
individual tuition. Excellent features include the use of a wide range of resources, art book
references, and computers to stimulate interest and provide direct learning experiences. Well
managed plenary sessions and evaluative summaries provide continuity and consolidate learning.
Art and design work is well integrated with visual communication and media studies. Exciting
displays provide an inspirational learning environment and promote high standards. While
individual feedback to students during lessons is of a high standard, there is room for
improvement in the procedures for recording assessment, tracking of progress and matching
standards to those nationally. Marking and evaluating work is completed at the end of each
project and assessments are adequately documented: however, records need to cover students’
attainment from entry to the school.
99. Leadership and management are very good; there is clear direction for the subject. There is an
ethos of raising standards and improving teaching and learning. The art department works well as
a team, showing great enthusiasm for the subject and commitment to helping students succeed.
Strengths are the stimulating environment and links with other visual arts subjects and
educational establishments. Good development plans identify areas for development, but need
prioritising. No vocational course is provided to prepare students for the style of learning in the
sixth form. Improvements since the last inspection are good. Standards of attainment and the
quality of teaching have improved and there is capacity to improve further, within the current
staffing, resource and accommodation arrangements. However, additional technical support to
help organise resources is still needed.
CITIZENSHIP
Overall, the quality of provision is very good.
Strengths
• Citizenship has been introduced into the curriculum very well.
• Students show excellent attitudes and make very good progress.
• Teaching, based on the concepts and skills of sociology, ensures very good learning.
• The ethos of the school supports participation and responsible action.
Areas for improvement
• Teachers could make more use of assessment as a tool for learning.
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100. Attainment by Year 11 is above expectation. All students benefit from provision in sociology and
make rapid progress. They gain the knowledge needed to be an informed citizen to a higher level
than expected. They understand concepts such as social control and distinguish between
biological, psychological and sociological explanations for crime. They know about the work of
the police in society and interpret their role from different perspectives. They recognise that
perceptions of society vary from person to person and from social group to social group. They
use their imagination well and reflect critically on their own role as young people in society. They
express their own points of view very well but they also listen with respect to opinions with which
they disagree. They approach their study of citizenship in a more conceptual and dynamic way
than the programme of study requires and this makes their grasp of rights and responsibilities in a
democratic society much more secure and confident than expected. They learn how to do
research and investigation using the methods of social science. Their skills of enquiry and
communication are good. Skills of participation and responsible action are evident throughout the
school in students’ support for good causes, their involvement with the community and through
their commitment to the performing arts. The school council shows students forming and
presenting opinion through representation. High levels of personal maturity and excellent
attitudes to their own learning contribute significantly to the very good progress students make
towards becoming informed citizens.
101. Teaching and learning are very good. Teachers show a fine grasp of the content and methods of
social science. They use their knowledge effectively to introduce students to the range of roles
citizens occupy, their relative significance to each other and to society as a whole. The clarity
and structure of teachers’ presentations and their precise use of language are of great benefit to
students. Students not only learn about the role of the criminal justice system but also interpret
its operation from perspectives of deviance and criminality. They develop basic skills very well;
lessons have a good sequence of listening, speaking, reading and writing. Lesson planning is
very good. Teachers challenge students with specialist concepts and then show them how to
apply such thinking to recent events in the news. Teachers engage students in discussion so
that they readily ask and answer questions. Students work effectively in both their oral and written
work. Management and motivation of students are always very good and sometimes excellent.
Students maintain interest and concentration and their sustained intellectual effort is another
excellent feature. Homework is good but assessment, as a tool to help each individual student’s
progress in learning, needs further development. Monitoring students to see how well they are
doing and then showing them how to do even better is an area for improvement. The use of level
or grade descriptions would help pupils know more about their own process of learning and allow
them to set themselves targets.
102. The quality and range of learning opportunities are excellent. The GCSE course in sociology
covers much but not all the required content. Other subjects and the programme of personal and
professional development give further coverage. The contents of the performing arts curriculum
and the ethos of the school as a whole offer a wide range of opportunities for the development of
skills of participation and responsible action. Compliance with new requirements and the
adoption of the GCSE course have provided students with an excellent programme for citizenship.
In discussion with inspectors Year 11 students were unanimous in their praise. Its introduction
has been a success.
103. The aims and values of the programme of citizenship emerge from and reflect clearly the aims and
values of the school. Action taken to comply with new requirements has been very good.
Commitment to improvement combines with the capacity for continuing and increasing success.
A major strength in the school’s provision is the very good match between teaching staff and the
demands of the curriculum. Access to a very good textbook has been an important factor in this
early success and individual use of the textbook for homework would be a further advantage.
DANCE
Overall, the quality of provision in dance is very good.
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Strengths
• The quality of teaching and standards reached by the students are consistently very good.
• Assessment is used effectively to track students' progress and to set challenging yet realistic
targets.
• Efficient and very professional management of the department gives clear educational direction for
students and teachers.
Areas for improvement
• Students' use of technical vocabulary when speaking, to improve their clarity.
104. GCSE results in 2002 improved from 2001 with a very high proportion of A*-C grades (84 per
cent). (No national averages are available for comparison.) In professional dance examinations the
students achieved very well: virtually all passed and a very high proportion of students gained the
highest grades in jazz, modern and tap dancing.
105. Standards reached by students in Year 11 are well above average in all aspects of the GCSE and
GNVQ courses. Students achieve very well. Students' work is dynamic, refined and reflective of
the differing styles of dance. For example, in a jazz lesson the students were very quick to learn
new set routines and interpret the feel and flair of the dance. Their work is exciting to watch.
When refining techniques the students show very good body tension and extension. They use
their eyes and heads very effectively for focus in their polished performances. When asked to give
spoken evaluative comments about their own and each other’s work they are astute but not
always confident in using technical terms. Their written work is also well above average. They are
able to link theoretical aspects to their practical experience and their analytical skills are good.
They understand different types of choreographic styles and use information technology skills
effectively to illustrate project work in the GNVQ course. There is no set pattern of attainment for
students of different ethnic backgrounds or those with special educational needs. The small
number of boys who study dance reach above average standards and achieve very well.
106. The quality of teaching and its impact on learning is consistently very good. Well-qualified
specialists have very good subject knowledge that enables students to make rapid gains in their
technical ability and also in understanding theoretical aspects. Frequent informal assessment
highlights areas for individual and group improvement. Constructive criticism is well accepted by
the students who practise diligently to improve their performance. The students arrive at their
lessons well prepared to work hard and are exceptionally well motivated. Assessment procedures
are very good. Progress is monitored at all times and the information is used in combination with
the students’ own evaluation to set realistic yet challenging targets relative to their own ability.
Teachers are very well aware of each of all examination requirements. The GNVQ course provides
particularly good links to citizenship. Students are given a good introduction to marketing and
production systems associated with the performance industry. Homework assignments are varied
and link well to lessons.
107. Leadership and management of the department are very good. The day-to-day organisation and
good development planning result in a well run, efficient department. The environment is
intellectually and physically challenging for both teachers and students. The curriculum offers a
wide range of examination courses and also allows students to further their interests not only in
lessons but also in extra-curricular activities. Extra specialists are employed to teach styles such
as street jazz giving greater depth and also providing a male contribution to teaching. Extracurricular
activities are popular and high standards are reached. The studios, which have sprung
floors, mirrored walls and good audio equipment, have positive impact on standards and are
appreciated by the students. Improvement since the last inspection has been good. Very high
standards have been maintained and a GNVQ course has been successfully introduced.
DESIGN AND TECHNOLOGY
Overall, the quality of provision in design and technology is satisfactory.
Strengths
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• Results on the GNVQ performing arts course are very good.
• Staff work well together as a team.
• Students have positive attitudes to their work.
Areas for improvement
• The challenge in tasks set for students, to develop their technology capability in line with their
abilities.
• Curricular planning, to exploit opportunities to work with other subjects and make effective use of
information and communication technology.
• Accommodation, which is not suited to the type and range of work which takes place and presents
hazards.
108. The design and technology department makes a contribution to the GNVQ performing arts course
offered in Years 10 and 11. It also offers a GCSE design and technology course in textiles. Staff
in the department teach parts of courses offered by other departments.
109. Students achieve satisfactorily. Results at GCSE have been a little below the national average. In
2001, girls did better than boys, and their results were average. In 2002, the department
contributed to the GNVQ course in performing arts. Results were very good with 93 per cent
gaining a pass grade or better.
110. Progress in lessons and work seen was satisfactory overall, although some students achieve at a
higher level, especially some of those following the GCSE textiles course. There was little
significant difference in the achievement of boys and girls or of the various ethnic groups. In
GNVQ stagecraft in Years 10 and 11 work consists of fairly straightforward tasks, such as mask
making, which do not allow students to develop design or practical skills to a high level and do not
allow the most able students to work at a level commensurate with their ability.
111. The quality of teaching is satisfactory and learning is usually satisfactory as a result. Lessons
are planned in an appropriate way, but the work which students experience lacks breadth
although it overlaps with work done in other areas. Students who go on to study production in
Year 12 will often return to similar tasks. Other overlaps occur with information and
communication technology in Year 10, aspects of graphic art in Year 12, and costume designing
and making in Years 12 and 13. In GCSE textiles, tasks do not appear to capture the interest of
students. In some lessons students are not taught the skills necessary to improve their work, as
seen in a Year 11 lesson on set design where students lacked the skill to draw in perspective, but
there were no plans to teach them this skill.
112. The department is managed satisfactorily. Substantial changes in the ethos of the subject have
occurred since the last inspection and many of the comments in the last report no longer apply.
There is a shortfall between the department's stated purpose, vision and aims and its provision.
Although there is a very good success rate at GNVQ, there is not enough planning for students of
different abilities. Assessment is not frequent enough to help students know what they need to do
to improve the quality of their work. The department does not make effective use of information
and communication technology as a tool for teaching and learning. Day-to-day practical matters
are satisfactory, although some practices present hazards and were discussed with the school.
113. Resources are good, but the size and layout of rooms are inappropriate for the lesson activities.
Sometimes there are conflicting uses of the workshop/design area with two classes in the same
space. The textiles room is inadequate for the use to which it is put, although plans are in hand
to upgrade it, and the necessary funding has been allocated. Once the department has decided
on the type and range of work to be offered, a range of suitable textbooks needs to be provided to
avoid the extensive use of photocopies.
INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)
Overall, the quality of provision in information and communication technology is very good.
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Strengths
• The scheme of work for the GCSE course is very well organised.
• Students' progress is strengthened greatly by the many opportunities they have for using information
technology in their other subjects.
• Facilities in information and communication technology rooms are excellent.
• Staff are very well led and work well together as a team.
Areas for improvement
• Promote strongly the regular use of information and communication technology in all subjects.
114. The school now offers a GCSE short course in information and communication technology.
Current Year 10 students are the first to follow this course. Students in all years make extensive
use of information and communication technology to assist their learning in other subjects.
115. In the information and communication technology lessons and work seen, attainment is in line
with expectations and has the potential to be much better by the time the students reach the end
of their course. Students plan well, research information using the Internet, manipulate images
and combine them with text. All students work hard in information and communication technology
lessons; the learning atmosphere is purposeful. Many examples were seen of very good use of
information and communication technology, especially in performing arts subjects and related
technologies. Small numbers of students in Years 10 and 11 often work in mixed groups with
sixth formers on advanced applications to further their individual projects and support school
productions for which provision of specialist equipment and software is excellent. Many students
make very good use of the open access information and communication technology area. Much
good work is done using word processing, desk top publishing, graphics and the Internet for
research. Very good use is made of software applications in art and design. The use of
computers is uneven across the curriculum, relatively little use is made of information technology
in, for example, mathematics, design and technology and modern foreign languages. Overall,
however, students make very good progress in choosing and using information technology tools
and information sources. They use a good range of applications confidently and to a very good
effect. They work independently much of the time.
116. The quality of teaching is very good, with no significant weaknesses. Students' learning in
information and communication technology lessons is always good, and usually very good. Their
learning in lessons is strongly reinforced by their many opportunities throughout the school. The
scheme of work is very well prepared and specialist teachers use their knowledge and
understanding very effectively to help individuals to succeed. Lesson tasks are well planned so all
students can participate and, typically, during a lesson students concentrate fully and learn new
skills. In Year 10 lessons observed, students benefited from high-level individual help and advice.
They made very good progress in manipulating maps and designing film posters using desktop
publishing and commercial image-manipulation software. The tasks were well planned so they
captured the imagination of students and organised effectively so that all could start and progress
very well. Lessons are very well managed, with all necessary resources to hand. Teachers
explain to students how they will be assessed and what evidence is required, so they understand
clearly what is expected of them. Students become confident learners; in lessons observed they
readily helped each other. Not all lessons are taught by subject specialists but all teachers have
enough knowledge and skill to support students effectively and they are helped to overcome
technical difficulties by specialist staff.
117. Leadership and management of the GCSE course are very good. The department handbook and
support materials are very detailed, and provide clear guidelines for other staff teaching the
course. Staff work well together as a team. The recently established course has great potential
to achieve high standards although more detailed planning could be done on ways in which
students of different abilities can be helped and how aspects of spiritual, moral social and cultural
development can be integrated into lessons and tasks. Resources for the subject are excellent
and used very well.
118. The school information and communication technology policy is clear and concise and a good
working tool for the immediate future. The school improvement targets which relate to information
and communication technology are appropriate and will aid developments. The school has
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MEDIA
recently carried out an audit of the use of information and communication technology in all
subjects which will aid future planning.
Overall, the quality of provision in media is very good.
Strengths
• Achievement at GCSE is very good.
• Students are keen to learn and progress quickly, particularly in practical production.
• Teaching is good; lessons are very well planned and paced.
• Facilities for video and sound production are excellent.
Areas for improvement
• Opportunities for students to practise and take a keener interest in their writing.
119. Results at GCSE are very high and have improved since the last inspection. GNVQ results have
been satisfactory, although this course has discontinued. More girls than boys study media; there
is no significant difference in their results. Students who choose media also study GCSE art and
design and GCSE photography.
120. Standards seen were above expectations in Year 11. Students successfully combine written and
practical work in their coursework assignments. They approach the planning of practical topics
with confidence having learned what is feasible and what is too ambitious from their work in Year
10. They respect and use well the technical equipment in the recording and video studios. Year
11 students, creating an advertising campaign suitable for television, quickly learned the important
criteria because of the teacher’s clear explanations and perceptive questioning. They showed
good understanding of the impact of camera angle, body language, facial expression and the
product’s ‘magical property’ for its target audience. Students are assisted in their note-taking by
well-prepared writing frames. A number of Year 11 boys showed reluctance in writing but a clear
preference for videoing their advertisement and using the excellent equipment in the school.
Folders indicate that some lower attaining students do not plan with enough detail and some
writing is too brief. However, the presentation and accuracy of finished work improves as a result
of good word processing. The very high standard of presentation of a television news bulletin by
higher attaining students reflected keen intellectual interpretation.
121. Students make very good progress from Year 10 to Year 11. They reinforce their understanding of
media concepts and improve their analysis and interpretation of texts. In their radio project, they
learn how to record the voice and operate the control desk with its associated software. They
build on this experience in Year 11 by inserting and editing more complex sounds and pictures in
their audio and video recording. In practical photography, they learn the process from the pin-hole
camera to advanced digital techniques and later apply these skills to enhance their own practical
work. The achievement of all students is very good as a result of well-focused teaching, the high
expectations of the teachers and the excellent facilities.
122. Attitudes to the subject are very good. In Year 10, students find agreement for group decisions
can be difficult, especially when there are roles to be played in front of and behind the camera. By
Year 11, students collaborate well together and are supportive of each other, but self-critical in
evaluating their own work. They are keen to do well and improve. Relationships are very good.
Students express respect for the teachers’ professional expertise and the opportunities they
provide.
123. Teaching is good, with very good aspects. Teachers' professional knowledge and understanding
are excellent. Very good planning results in a fast pace, a range of activities and a suitable
mixture of theory and practice, which is essential in the subject. Handouts are written by teachers
and issued to students to consolidate new learning and, although most students use these well,
they are in danger of replacing students’ own notes. Teachers monitor students’ progress
carefully to ensure no one falls behind. They mark students’ finished work in detail so that
The Brit School for the Performing Arts and Technology - 48

students know how well they are doing and how to improve. However, students' drafts and the
notes they take are not checked so regularly.
124. Leadership and management are very good. Improvement since the last inspection is good. There
are clear plans for future development and commitment to growth in the subject.
MODERN FOREIGN LANGUAGES
Overall, the quality of provision in modern foreign languages is satisfactory.
Strengths
• Cultural awareness is developed well through authentic use of the foreign language throughout most
lessons.
• The warm and supportive approach of staff encourages students' efforts.
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Areas for improvement
• Continue to improve GCSE results.
• Develop teaching methods so that students' interests are engaged and they can become more
independent in their learning, using their imagination and creativity to make progress.
• Use information technology to further students' learning in languages.
• Continue to develop assessment procedures so that students receive regular feedback and know
what they can do to improve.
125. GCSE results in French and German are below average. They have improved steadily and the
results for 2002 continue this rising trend, with the proportion of students with grade C or better
improving slightly in French and considerably in German. In German, boys performed much better
and results overall in this language are now only just below the national average. In 2001,
students did not do as well in modern foreign languages as their average performance in other
subjects.
126. Within lessons, standards are variable but overall below average, reflecting the wide range of
experience students bring into Year 10. (A few have no experience of French or German before
Year 10.) In both languages students find it hard to use the language in spontaneous situations;
listening and speaking are below expectations. In French, whereas more able students in Year
11 write short passages with reasonable accuracy in the past tense, some struggle to write
sentences without assistance. Written work is similarly of varied quality in German. Some very
good examples of independent writing were seen. Students generally use nouns and noun
endings correctly but weaker students have difficulties using verbs with correct verb endings.
127. The progress observed in work seen during the inspection was satisfactory for students of all
levels of ability. Students who have prior experience of languages other than English make good
progress and students with special educational needs make satisfactory progress. Recent
results indicate little difference between the achievement of boys and girls. However, the Year 11
top sets in French contain many more girls than boys and this indicates that, currently, girls are
more likely to do well than boys.
128. Teaching in Years 10 and 11 is satisfactory, with several strengths. The management of students
is usually effective and teachers have established good relationships. Homework is set and
followed up. Teachers provide an encouraging environment and speak the language they are
teaching most of the time during lessons. They have high expectations of behaviour, which are
usually met. The response of teachers to students’ written work is positive and helpful. The main
weakness in the teaching is that the methods employed are not always effective in promoting
learning strongly enough. Students are not given the opportunity to speak the language to each
other in realistic contexts and it is rare for them to be able to use their imagination or be creative
in lessons. For example, students simply read from their script when they were required to
practise buying a railway ticket; they did not have to memorise the words and no element of the
dialogue was unpredictable. Some opportunities to pursue matters of particular interest to the
students are missed. For example, while they are often required to adopt different roles in
lessons, it is rare for them to use their acting or performance skills. Attitudes towards the subject
are satisfactory. Nevertheless, students lack confidence in their abilities, in many cases as a
result of low attainment in previous schools and experience of failure. This causes some students
to take little interest in their language lessons and to have low expectations. However, most
students can clearly see the relevance of the subject and are encouraged by the warm and
supportive approach of their teachers.
129. The leadership and management of the department are satisfactory. The acting head of
department has effectively directed the work of a temporary teacher and of the foreign language
assistant. Marking and teaching are monitored and teamwork is good. A set of priorities for
development has been agreed, which the staff are committed to achieving. However, whilst the
priorities are appropriate, they do not include action to improve teaching, such as to improve
students' fluency or spontaneity in speaking, and to encourage their independence in their
learning. Assessment procedures require further development and there is not enough use of
information and communication technology as a tool for learning.
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130. Improvement since the last inspection is satisfactory. Standards of attainment in public
examinations are still below national averages. There are still few foreign links, visits and
exchanges. Nevertheless, the leadership of the department has the potential to succeed and
build upon the improving examination results. The time provided for modern foreign languages is
now adequate. Assessment procedures and the attitudes of students have improved.
MUSIC
Overall, the quality of provision in music is excellent.
Strengths
• Standards of performance are high.
• Students make very good progress as a result of very good teaching.
• Students are highly motivated and become accomplished learners.
131. In recent years students have followed a course leading to the award of GNVQ intermediate. This
is still provided in Year 11. Students in Year 10 are being prepared for GCSE examinations.
132. Attainment on entry to Year 10 is usually very high in a particular aspect of musical performance,
which is sometimes quite breathtaking. Although almost all students have extremely well
developed aural memories, the majority come into school with a set of skills and knowledge about
the process of music which is well below the national average. However, GNVQ intermediate
results for Year 11 are above the national average. This is representative of a rising trend and of
considerable improvement since the last inspection. The work seen during the inspection was
usually above average, with the performance element being outstanding. Year 11 students are on
track to achieve at levels well above the national average in their next examinations. The value
added by the music provision is very high by the end of Year 11.
133. In the music business element of the GNVQ course, the students use their considerable amount
of common sense and personal experience to determine how to organise a public event efficiently.
The composition element of the courses, together with the technical and technological aspects, is
hard work for many students but they persevere to good effect. The course work shows rapid
growth in the necessary knowledge of such basics as time and key signatures, how to add up the
beats in a bar and what a bar is. It also shows some quite advanced composition for small
orchestral groups, which is fully scored. The regular and frequent assessment of the solo and
group performance work is done against close and well-known criteria. The assessment events
give students the chance to perform, in the foyer, to the positively critical audience of the rest of
the school, staff and visitors. Thus, they know exactly how they are getting on, and they become
their own best critics. They rehearse effectively, work hard, and are very supportive of each other.
They display very professional attitudes, and enormous talent. Their talent in the practice
sessions is all-pervading. All students display levels of talent significantly above average and
among them there are stars.
134. The quality of teaching is very good with many examples of excellence and no significant
weaknesses. This represents good improvement since the last inspection. The peripatetic tutors
make an invaluable contribution to the musical education and the development of skills of almost
all of the students. Crucial elements are the subject expertise of all members of staff, including
the music technicians. They understand how different students learn differently and make specific
provision for these individualities. Teachers have the highest expectations of effort and sensitivity
to others’ needs and make consistent demands for a real sense of ensemble in lessons and
rehearsals. Questions and suggestions are used skilfully to elicit true understanding and
assessment and homework is used excellently to promote learning. A climate for learning is
maintained in which students feel safe enough to use trial and error and to ask if they are not
sure. This means that students consistently learn very effectively. They become accomplished
learners as a result of the teaching, and also because they are absolutely determined to succeed
in their chosen studies and to understand fully all that they need to know in order to move on to
the next stage. They have extremely positive attitudes to their work, to their friends and to the
school. They take significant levels of responsibility for their own learning, work very hard and
The Brit School for the Performing Arts and Technology - 51

sustain their own impetus. They spark off ideas and test their learning among themselves, and
rely on each other’s differing skills. As they progress their understanding increases that music
manuscript is the realisation of sound on paper, whereas they have been looking at it the other
way round. They evaluate their own and others’ work in a generous, positively critical and
professional manner and often make very useful suggestions, which are leapt upon by the
recipients. Of particular note is the way in which they work with each other to the maximum
support of whoever is the focus for a particular performance and how they rapidly become
accomplished accompanists.
135. Leadership and management of the department are excellent. Very good standards have been
maintained since the last inspection. Team work is very well developed. The ethos is strongly
positive. Each member of the department carries a brief for training the others – so that the
teacher with a specialism in music technology, and the music technicians, have a responsibility
to train all other members of the department in their skills. Planning is based on thorough review
and understanding of the broader context, as reflected in the re-instatement of the GCSE course
in Year 10. The accommodation is barely sufficient to cater for the individual and group work
which courses demand, because of the numbers of students. Peripatetic tutors often have to work
in very small, badly ventilated rooms.
PHYSICAL EDUCATION
Overall, the quality of provision in physical education is satisfactory.
Strengths
• The standards students reach in the varied options and GCSE practical activities.
• The positive, mutual respect between teachers and students.
• The use of local sports centres and their specialists to give breadth to the curriculum.
Areas for improvement
• The number of specialist teachers, to give greater depth of knowledge and thereby raise standards.
• Assessment systems, to include the systematic setting of targets and tracking of progress.
• Closer links with other departments for the sharing of management skills.
136. In Years 10 and 11, all students take a core course in physical education and some also opt to
take the subject at GCSE. Results in 2002 were in line with the national average and the
students achieved satisfactorily relative to their predicted grades. This is the first set of results for
the school.
137. Students in Year 11 studying for GCSE are reaching average standards. In theoretical aspects,
the higher attaining students have a good grasp of each module and show particular strengths in
anatomy. Middle and lower attaining students have a good recall of facts in the end of module
tests but do not perform so well in end of year exams. Their notes are satisfactory but not always
complete. The majority of students are above average in practical activities. In sailing, the Year 10
students are able to rig a dinghy and can sail on a broad reach. They know how to tack and can
bring the boat alongside the pontoon. In trampolining, they show good body shape and control in
complex routines. They are quick to learn new skills and achieve well.
138. Standards reached by students in Year 11 core lessons are average. There is a marked difference
in the quality of work between trampolining and badminton. In trampolining, the students
effectively use the skills acquired in dance to produce sequences that are refined, technically
correct and with good focus on balance. In badminton, very few students reach the expected level.
They have a limited range of shots and they are slow to anticipate the shuttle. The girls play with
a square stance and find it difficult to rotate their shoulders. A small number of students have a
good grasp of tactical play and are able to outwit their opponent with change of pace and angle of
shot. They all know how to score correctly. No set pattern is evident in the attainment of students
of minority ethnic backgrounds or those with special educational needs. Overall students achieve
satisfactorily.
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139. The quality of teaching and its impact on learning are good. Students are taught by one specialist
teacher, two non-specialists and a range of qualified instructors at several sports centres. The
best progress occurs when the teachers have good depth of knowledge and logically build skills
up to the final activity. Assessment in lessons leads to constructive criticism resulting in the
students refining their skills. Question and answer sessions are used effectively, particularly in
sailing, to provoke thought and reason through problem-solving tasks. The instructors have high
expectations of the students making their own decisions and learning by discovery in a safe but
challenging environment. Teacher and student-demonstrations are used effectively to show good
technique. The teachers’ subject knowledge in badminton is secure but lacks the depth required
to pick up on areas of technical weakness. Tasks sometimes progress too quickly before skills
have been sufficiently consolidated. The GCSE course is taught at a good pace and with a
satisfactory range of homework tasks that link well to lessons. Good use is made of the
interactive white board to teach aspects of theory. Students use word processing skills in
conjunction with a software programme to make accurate notes. Work is marked with helpful
comments but is not often graded in relation to GCSE grades. Targets are not closely linked to
predicted grades. The students in all lessons have too few opportunities to make oral evaluations
of each other’s work. Mutual respect between the teacher and students has a positive influence
on students' personal development. The range of good quality extra-curricular activities and
fixtures against other schools is satisfactory. However, it is difficult to join local leagues because
of the timings of the school’s terms and number of teachers available.
140. Leadership and management of the department are satisfactory with some effective features.
Improvement since the last inspection is satisfactory. A GCSE course has been introduced in
which the students achieve satisfactorily. The school now leases a gymnasium but it is in a poor
state of decoration and needs repair. The students are able to use the adjoining school’s field for
football. Overall the facilities at the school are still not adequate for the delivery of the curriculum.
However, an innovative curriculum has been created to offset the limitations of the facilities at the
school and it meets the requirements of the National Curriculum. Whilst considerable time is lost
in travelling to and from the venues the students are able to try a variety of activities and use first
class facilities that would not otherwise be possible. There is still only one specialist and this
limits the number of extra-curricular activities on offer. Closer links with other departments would
help to develop ideas and share good practice in management skills and assessment procedures.
RELIGIOUS EDUCATION
The quality of provision in religious education is unsatisfactory.
Strengths
• Teaching and learning in lessons are good.
• The intellectual effort made by students is very good.
Areas for improvement
• The school's provision of time is well below what students need.
• Students should learn about more than just Christianity.
• GCSE results are very low with boys doing much worse than girls.
• Some teaching shows lack of subject knowledge.
• Teachers do not use assessment as a tool for learning.
141. Students follow the GCSE short course for one year, either in Year 10 or Year 11. At the end of
that year the school enters all students for the examination. In 2001 results for students in Year
10 were below the national average. Results for students in Year 11 were well below the national
average. In 2002 no Year 10 students sat the examination and results for Year 11 were well
below average, especially those of boys.
142. Observation of lessons and analysis of students’ work show that attainment in Year 11 is below
the standard expected. Students show no knowledge of any religion other than Christianity or
how the beliefs and practices of different religions make a difference to individuals and
communities. In their attitudes and behaviour, however, as well as in their personal development
The Brit School for the Performing Arts and Technology - 53

and relationships, students show a high degree of maturity. They make good use of the time they
have in lessons to deepen their understanding of life and to develop their own beliefs and values.
Students know important Christian teachings but are unsure about their meaning and application
to life. They try hard to respond and reflect but find religious ideas difficult to express in their own
words. They know that Christians give different interpretations to their beliefs but do not
understand why they differ. They write with little precision and often use technical terms
incorrectly. Girls are good at involving themselves, at asking and answering questions and in
discussion with the teacher. Boys take much less part. Most students will not do themselves
justice in the examination, especially boys. The progress of students in Years 10 and 11 is
unsatisfactory.
143. Teaching and learning are good. Teachers have an affirming manner. They manage and motivate
students very well. Teachers are very good at planning lessons with structure, sequence and
clear objectives. Time is used well and students work efficiently in both oral and written tasks. In
the best lessons, expectations are high and there is an element of challenge and inspiration.
Students respond with a high level of intellectual and creative effort. In exploring different forms of
Christian worship students recognise the value of both liturgical ceremony and silent reflection. A
weakness is that not all teachers show enough knowledge and understanding of religion and of
the purpose of religious education. It is misleading to tell students that when they explain the
meaning of the Apostles’ Creed that there are no right or wrong answers. An important but
undeveloped area is assessment as a tool for learning. Neither teachers nor students make
enough use of the grade descriptions and assessment objectives of the examination. Students
do not measure their progress and then set themselves new and higher targets. They are not
involved enough in their own learning.
144. Provision for religious education is unsatisfactory because the school does not give enough time.
The amount is less than half what students need: they have one lesson a week in either Year 10
or 11 but not in both. One consequence is that they learn about Christianity only. The curriculum
lacks breadth, balance and relevance because it does not include any other religion, as required
by the Education Reform Act. Shortage of time frustrates students’ desire to learn about religion,
and from their study of religion to learn more about life and about themselves. Some students
come voluntarily for extra lessons outside curriculum time. They recognise the value of what they
learn and that they do not have enough time. They also want to achieve good grades in the
examination. Despite what the school says in its self-audit, provision for religious education is
not fully in place in Years 10 and 11. Although aware of the requirement the school does not
provide for post-16 students. The agreed syllabus suggests flexible and practical ways in which
religious education may be part of the programme for post-16 students’ personal and professional
development.
145. The school’s leadership and management of religious education are unsatisfactory. The
leadership has not ensured a clear educational direction. Commitment to improvement and the
capacity to succeed exist in the classroom but lack support from senior management and the
governors. The mismatch between some non-specialist teaching staff and the demands of the
GCSE course is a further weakness. Accommodation is also unsatisfactory: there is no
permanent base for the display of work or to illustrate levels of attainment. Resources for learning
are inadequate with a shortage of textbooks for the GCSE course.
146. Improvement since the last inspection has been unsatisfactory. The school has not given
religious education enough priority. Students do not receive their educational entitlement, so that
despite good teaching they still do not make enough progress and they do badly in the
examination. The school’s provision needs improvement.
SOCIOLOGY
Overall, the quality of provision in sociology is very good.
Strengths
• Standards are above average; the department has made a very good start in introducing the subject.
The Brit School for the Performing Arts and Technology - 54

• Teaching is very good; it is enthusiastic, knowledgeable and enables students to achieve very well.
Areas for improvement
• One of the sociology classrooms is cramped, damp and cold and not conducive to learning.
147. The first full group of students to take GCSE sociology will sit the examination in the summer of
2003. Until recently, students took a humanities course in Years 10 and 11. A small group who
took sociology last year achieved results that were above the national average and inspection
evidence is that standards remain above average. Students show a secure understanding of key
sociological terms and concepts such as social control or deviance. They understand the main
features of social structures such as the family and education. They are beginning to apply
concepts and theories to real situations and to show understanding of the methodology of the
subject. Students of all abilities work hard to use correct terminology and their skills in analysis
and in verbal debate are high.
148. As a result of the very good teaching, and of students’ very positive attitudes towards the subject,
their achievement is very good. Students with special educational needs progress as well as
others, particularly in lessons where there is classroom support. This very good progress is
evident both in lessons and over the two years of the course. In a Year 11 lesson, for example,
students showed some initial confusion over the terms ‘socialisation’ and ‘socialising’: after very
clear explanation from the teacher, all showed that they had a good understanding of the
difference between the two terms. Students also become more confident and articulate over the
two years of the course.
149. Students’ attitudes towards the subject are excellent. They behave extremely well, show very
high levels of motivation and cite sociology as a particularly enjoyable subject that relates well to
everyday life and enhances their work on other courses. Classroom relationships are very positive
and students clearly have high expectations of how they should behave and work.
150. Teaching is very good overall and enables students to achieve very effectively. Teachers are
enthusiastic, knowledgeable and good role models for the subject. They demonstrate high
expectations of what students can achieve and students respond by expecting highly for
themselves. They make very good use of everyday examples and experiences to illustrate
complex concepts and theories. Students are encouraged and expected to express their own
opinions and to use supporting evidence when doing so. Questions are well tailored to students’
abilities and confidence although, just occasionally, teachers develop too much of the answers
themselves. Focus on developing students’ literacy skills is very good. This was evident, for
example, in a Year 10 lesson where students were making class presentations on the
development of feminism. The quality of speaking and listening was high.
151. Leadership and management are very good. The subject effectively meets the needs and
interests of the students and is enhanced by strong cross-curricular links. Units of study have
been very carefully chosen to this end. It also contributes substantially to aspects of students’
personal and social education and to education for citizenship. The head of department has a
very clear sense of purpose and direction that is shared by all members of the team. Staff work
very effectively as a team, sharing good practice and strategies for further development of the
subject. Although accommodation is adequate, one of the classrooms is cramped and cold.
THEATRE
Overall, the quality of provision in theatre is very good.
Strengths
• Students achieve very well in lessons and examinations.
• Teaching is very good: students develop very good understanding of theatre-techniques and
characterisation.
• Students' learning is enhanced greatly by many opportunities to participate in productions and by
theatre visits.
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• Leadership is outstandingly good and engenders excellent teamwork.
152. Standards are above average in examinations and lessons with some examples of high
standards. Students make very good progress as their attainment on entry is average or below.
Although they have been selected on the basis of interest and potential in theatre, their actual
experience may be limited. In 2002, the majority of students obtained distinction or merit awards
in their GNVQ at intermediate level. Almost all completed the course. In 2001, GCSE results
were well above average but in 2002 they were not so high, although still above average. However,
these students had completed the course in one, not two, years. Boys achieve about as well as
girls, which is better than they do nationally.
153. At the end of Year 11, GNVQ students devise their productions, taking classics such as Alice in
Wonderland, Peter Pan and The Wizard of Oz, as their stimulus. They understand and use a
wide range of naturalistic and abstract techniques, selecting those which are most appropriate.
Dress rehearsals took place during inspection week. Students in one production were creative in
suggesting ways to make movement and role more effective. They have gained experience in
evaluating their own and group performances, which contributed to their very good progress.
Aspects of performance, such as voice control, are learned in technique classes. In rehearsal,
some students find voice projection challenging at first. They write at length, keeping rehearsal
diaries and explaining projects they have undertaken. After studying 1984, including background
research, they are able to comment in depth on characters and themes. Students work very well
together, listening constructively to each other and their teachers. Frequent productions and
performances encourage independent judgements which they are confident in expressing. GNVQ
students in Year 10 make rapid progress, especially in understanding drama technique, as in a
topic on theatre as social commentary. Progress at the start of the GCSE course is good. In a
lesson on characterisation students became confident in shaping characters and adding detail;
some very successfully assumed the parts of small children playing. Standards were in line with
expectations at this stage.
154. The quality of teaching is very good. Teachers have excellent academic and professional
knowledge. In Year 10 lessons on Requiem by Wilfred Owen, students made excellent progress
because the teachers deepened their understanding of the poem and strengthened their
knowledge of drama techniques, such as alienation, by their skilful questioning, and by
encouraging them to draw on their own experiences when writing letters, as if soldiers in the
trenches of World War I. Very good use of warm-up exercises, mental and physical, establishes
total concentration quickly in most classes. The planning of individual units is effective in defining
the tasks and assessment criteria and is structured to help students reach the highest standards.
Occasionally, when the lesson is more loosely structured, pace slackens and students' progress
is less rapid. Basic communication skills are well taught. Written work is well organised,
developed and presented. The oral emphasis in lessons ensures that students are confident and
fluent communicators but some use of non-standard English and informal language is
inappropriate. Homework, both practical and written, is regularly set and advice on improvement
is given orally or in writing. These methods work well in mixed ability classes. Students with
special educational needs make very good progress, in line with others.
155. Leadership is excellent. The director has a very clear vision and leads a committed team of
teachers who work very effectively together. They know students very well and are generous with
extra help. The personal development of students is excellent. Cross-curricular work such as A
Ticket to Ride, which recreates the experiences of children during the Holocaust, forces students
to confront such happenings most imaginatively. Theatre visits and opportunities to participate in
productions are frequent. Since the last inspection, good standards in teaching and learning have
been maintained. Extra-curricular opportunities have become even more extensive.
The Brit School for the Performing Arts and Technology - 56

PART E: THE STANDARDS AND QUALITY OF TEACHING IN AREAS OF
THE CURRICULUM, SUBJECTS AND COURSES POST-16
In the inspection, 15 subjects and courses were inspected and are reported on in detail. Work in other
subjects and courses was sampled and contributed to the overall picture of teaching and learning in the
school.
The table below shows entry and performance information for courses completed in 2001, the latest year
for which national comparisons are available.
GCE AS level courses
Subject Number
entered
% gaining grades
A-E
% gaining grades
A-B
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Average point
score
School England School England School England
Mathematics (a) 2 50 62 - 15 0.50 1.51
Mathematics (b) 4 50 n/a - n/a 0.50 n/a
Science for Public Understanding 3 100 n/a - n/a 1.60 n/a
Product Design 2 50 n/a - n/a 0.50 n/a
Media (a) 1 100 n/a - n/a 3.00 n/a
Media (b) 10 90 n/a 30 n/a 2.70 n/a
Dance 1 100 n/a - n/a 2.00 n/a
Music 1 100 84 - 29 2.00 n/a
History 5 80 n/a - n/a 1.20 n/a
Psychology 6 83 n/a - n/a 1.00 n/a
English Literature 10 90 n/a 10 n/a 1.80 n/a
French 1 100 78 - 13 3.00 1.65
GCE A level and AVCE courses
Subject Number
entered
% gaining grades
A-E
% gaining grades
A-B
Average point
score
School England School England School England
Mathematics 1 100 43 100 87 10.00 5.80
Business: Arts Management 12 75 n/a 8 n/a 2.00 n/a
Physical Education 1 100 92 - 25 4.00 5.09
Art and Design 15 93 96 20 46 5.20 6.57
Performing Arts, Media, Film, Theatre 53 91 93 40 31 5.96 5.53
Dance 12 100 89 58 39 7.67 5.53
Music 8 100 93 63 35 7.75 5.74
English Language 3 100 91 67 30 6.00 5.27
English Literature 15 100 95 33 37 5.87 5.91

Advanced vocational qualifications
Qualification No in final
year
% gaining
qualification
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% gaining merit % gaining
distinction
School England School England School England
Art and Design Advanced. GNVQ 16 100 n/a 44 n/a 38 n/a
Media BTEC National Diploma 33 97 n/a 24 n/a 67 n/a
Music BTEC National Diploma 36 89 n/a 58 n/a 22 n/a
Performing Arts National Diploma,
Dance, Musical Theatre, Production,
Theatre
BTEC National Diploma and GNVQ
144 97 n/a 37 n/a 59 n/a
No. in final year Pass No. (%) Merit No. (%) Distinction No.
(%)
Not completed
(%)
Male 74 4 (5) 33 (45) 31 (42) 6 (8)
Female 155 5 (3) 56 (36) 90 (58) 4 (3)
All 229 9 (4) 89 (39) 121 (53) 10 (4)
SUBJECTS AND COURSES GROUPED IN CURRICULUM AREAS
MATHEMATICS AND SCIENCES
The inspection covered, in detail, AS-level and GCSE resit courses in mathematics and the AS-level
science for public understanding course. No other separate courses are offered in mathematics and
sciences.
Key skills elements of vocational courses include work on the application of number but there is no
consistent approach across the school to the development of key skills and no links developed with
mathematics for the application of number.
Overall, standards are average. In mathematics, students’ standards of numeracy are good. Although
there is no consistent policy, opportunities are used to develop mental number skills, for example, when
substituting positive and negative values in equations. Students are encouraged to use mental number
skills in multiplying and dividing numbers. In arts management and production, students use number
skills confidently in measuring, scaling and recording. Students in drama skilfully apply number skills
when devising a budget for marketing; they determine revenue following statistical analyses of costings.
Number is not well promoted in media studies although use is made of simple graphs and grids. The
subject handbook in music has a clear statement relating to numeracy, however, there is no established
policy to develop the application of number. The work in the subject is tied to mathematical patterns and
awareness.
Mathematics
Overall, the quality of provision in mathematics is satisfactory.
Strengths
• Teachers plan lessons well so explanations are clear.
• Students taking AS-level courses demonstrate strong commitment to their course and progress
well.
Areas for improvement

• Planning of work programmes to take account of key skills (communication, application of number
and computing).
• The entrance criteria for GCSE re-sit courses so that students have a reasonable chance of
success.
156. In recent years very few students have followed AS or A-level courses. Results have been low
with the exception of one student in 2001 gaining A grades at AS-level. Only one quarter of the
students re-taking GCSE in 2001 gained a C grade or above; five students failed to gain a grade.
157. Standards in the work seen in lessons and in exercise books are in line with the AS-level course
requirements but below expectations in the GCSE re-sit groups. Students following the AS-level
course develop good algebraic skills and use these to find factors and remainders when working
with polynomial expressions; they understand and apply the sine and cosine rules to find angles
and sides of triangles. They make good progress. Students re-sitting GCSE have a wide range of
attainment levels. Overall, they demonstrate sound algebraic skills and use these to determine
and sketch straight-line graphs of given equations; they are less confident when subtracting
negative values. Their graphs are neat and clear. A minority of students, although familiar with
equations and determining solutions, is less competent when rearranging terms. The frequent
absence and poor punctuality to lessons of many of these students limits the progress they can
make over time.
158. Teaching is satisfactory, overall; it was good in about half of the lessons observed and never less
than satisfactory. Students learn well when the teaching is good. Teachers have good subject
knowledge and work is well organised to cover topics in logical order. On occasion, however, the
teacher misjudges the amount students understand and moves too quickly for some who have not
consolidated their earlier work, as observed when GCSE re-sit students were changing the
subject of a formula. Teachers do not always place enough emphasis on the aims and objectives
of each lesson to help students understand what they are meant to achieve and take
responsibility for their own learning. Too many of the students retaking GCSE lack motivation and
this can slow down the pace of the lesson (for example, in a Year 13 GCSE group only one
quarter of the students was present) and some do not do their homework. AS-level students work
hard, they are interested and enthusiastic and enjoy the challenge to succeed. In lessons
observed on binomial expansions and polynomials, the teacher made good use of questions to
focus students' attention and gauge their understanding. Students recognised patterns in
mathematical expressions and learned well. The teacher also exploited opportunities to develop
students' number skills, for example, by substituting numbers in equations, which helped to
maintain a good teaching pace. The presentation of the students’ work varies too much and not all
work, both for GCSE and for A-level, is marked. There is no consistent practice for the marking of
students’ work across the department. Students would benefit from constructive comments to
show them how to improve.
159. Currently there is no head of department; two members of staff are sharing some of the
responsibilities of the department. Teachers meet regularly to ensure the department continues to
run smoothly. However, limited progress is being made with the identified priorities in the
department’s improvement plan. For example, there is no agreed policy to promote the key skills
of the application of number, communication and computing. Numbers in the AS-level courses
are beginning to increase, although slightly, and this represents some development since the last
inspection report; further development is needed. Too many students following GCSE courses
have little commitment and realism about improving grades.
Science for Public Understanding
Overall, the quality of provision in science is good.
Strengths
• Students achieve well in lessons and examination results are improving.
• Teaching is good and high quality discussion allows students to learn from each other.
• Students value opportunities to research topics that impinge on social and moral issues.
Areas for improvement
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• Use assessment more effectively in target-setting to help students achieve their examination goals.
• Provide greater variety of learning activities.
160. The results of AS-level examination in 2002 were satisfactory and significantly better than those in
2001, when they were well below average. Bearing in mind their GCSE results, students did about
as well as expected. In both years, the number of students entered was very small. Students
now in Years 12 and 13 reach above average standards; all should gain grades in the A-C range,
and one may gain an A grade.
161. Teaching is good, and often very good. As a result, students are doing better than expected in
relation to their GCSE results. The work captures students’ interest because it touches on many
topical issues that raise social or moral questions, such as the ethics of testing drugs on animals
and the safety of the MMR vaccine. They are keen to find out as much as possible and make
good use of opportunities to carry out further research. Students achieve well in lessons because
their teacher uses good subject knowledge effectively in guiding discussion; as a result students
learn well from each other, as well as from the teacher. In one lesson, the teacher introduced the
subject of autism in children and then developed very good discussion by drawing on students’
own experiences and knowledge. The teacher has high expectations and students respond
positively, as when they were asked to speculate about reasons for the current increase in
tuberculosis cases after 50 years of decline. Students usually concentrate very well, but lesson
activities sometimes lack variety so learning trails off towards the ends of some double or triple
lessons. Students often improve their communication skills by presenting their research findings
to other members of the group, but information and communication technology is not used as
effectively as it could be in enhancing presentations.
162. The subject is well led and students benefit from a clear view that they should themselves be the
main contributors to lessons. Students say that they enjoy lessons and particularly appreciate
the high quality discussions and opportunities to carry out research. However, they are unclear
about how well they are doing. Assessment information is not used well enough to help them
work towards their target AS-level grades. Little comment was made about post-16 science in
the last report but the number of students was even smaller then.
ENGINEERING, DESIGN AND MANUFACTURING
The school no longer provides separate courses in engineering, design and manufacturing. In 2001, one
student took AS-level product design and, in 2002, two students took A-level design and technology. All
passed, with satisfactory grades. Elements of design and manufacturing are included in performing arts
courses: in art and design and in media and production, particularly, and these are reported separately.
Students apply design and technology understanding and skills very well in these contexts.
BUSINESS
The inspection covered, in detail, the BTEC National Diploma in arts management provided for students
in Year 14. No other business courses are provided. Elements of management, such as the legal
issues of copyright, appear elsewhere in the performing arts curriculum adding breadth to students'
understanding of working in the performance industry.
Arts management
Overall, the quality of provision in arts management is very good.
Strengths
• Students progress very well, benefiting from their work placements and many links with the
performing arts industry.
• Expectations are high and teaching has breadth and depth.
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Areas for improvement
• Rigour in monitoring the progress of students.
163. Recent BTEC National Diploma results were satisfactory. Results have improved since the
introduction of the course. Students work in lessons at a level above expectations, with students
of all capabilities making very good progress. They use their knowledge and understanding of the
arts industry very effectively to inform debate and discussion. They display a firm grasp of the
fundamental concepts of management issues. For example, in developing a sponsorship proposal
equal emphasis was placed on both parties, with consideration of their needs, aspirations and
potential benefits. Students engage in lively debate which demonstrates breadth and depth of
knowledge and understanding of the issues. In group work and in presentation students of all
capabilities articulate their points clearly. They use technical terminology effectively and structure
their arguments coherently. Different opinions and viewpoints are discussed constructively, with
students acknowledging strengths in others’ arguments with comments such as, “we didn’t think
of that” or “that is a good idea”. Although note-taking is limited, written work is generally of good
quality and spelling is accurate. Some lessons have inadequate space for large groups.
164. The good teaching is based on comprehensive subject knowledge and application in both
theoretical and practical situations as, for example, in developing the sponsorship proposal for
presentation to senior executives in the performing arts industry. Students have considerable
knowledge of the industry and excellent opportunities to practise their skills in real situations and
in work placements. In consequence, students are interested, listen carefully to points raised and
ask questions when they do not understand fully or want more detailed information. They learn
very well. Lesson planning is good with clear purpose and specific outcomes, so students know
where the lesson is going, what they are trying to achieve and are fully aware of deadlines and
time-scales. Questioning is used effectively to explore points thoroughly and ensure responses
from across the range of abilities. Expectations are high, so students strive to achieve their best.
Behaviour is very good and students display maturity in their responses.
165. Subject management is satisfactory. Deadlines are met and records are kept of students’ work.
However, there is potential to improve standards further through more rigorous monitoring of
progress as students undertake the units of work. This course did not feature in the previous
report but its introduction adds breadth to the curriculum and is a valuable opportunity for
students.
INFORMATION AND COMMUNICATION TECHNOLOGY
No separate courses are provided in information and communication technology although extensive and
excellent use is made of specialised applications in art and design, media and production, which are
reported separately, in detail. Examples include the design of theatre lighting layouts and the use of
technology to monitor sound levels and record sound in radio studios. All students on entry to Year 12
have an introduction to the computing facilities. Many make very good independent use of the open
access information and communication technology area. Much good work is done using word
processing, desktop publishing, graphics and the Internet for research, but the widespread use of other
software applications (for example, spreadsheets) is limited. Overall, provision is very good.
HOSPITALITY, SPORTS, LEISURE AND TRAVEL
The focus of the inspection was on the one course offered in physical education which leads to the
community sports leaders' award. No other courses are offered in this vocational area.
Physical education
Overall, the quality of provision in physical education is satisfactory.
Strengths
• The community sports leaders' course is well organised and taught.
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• The students' mature approach to learning independently is helping them to achieve well.
Areas for improvement
• The range of sporting opportunities to benefit all students in the sixth form.
• Students' use of technical vocabulary when writing and speaking, so their intentions are clear.
166. A-level and AS-level results in 2002 were below average. The one student who took A-level
achieved satisfactorily but AS results were disappointing: many students did not take the
examination. AS and A-level courses are no longer on offer.
167. The students who are currently taking the community sports leaders' course are achieving well
and reach average standards. They understand the course requirements and have a satisfactory
grasp of how to organise tournaments and competitions in a range of activities such as football,
basketball, volleyball and dance. They design eye-catching promotional posters using computer
graphics. They make astute evaluative comments about the success of their tournaments and
how to improve them but many lack confidence in using technical vocabulary. Some wider
issues, such as their own commitment and the participants’ punctuality were discussed at length,
reaching constructive conclusions. Their written plans vary in quality. The majority have thought
through the organisation process logically but others have put down ideas as they come into their
heads with little attention to sequencing. Students with special educational needs achieve as well
as the others because they are given extra help with planning.
168. The quality of teaching and its impact on learning are good. The teacher has a good
understanding of the course requirements. There is a good balance of direction by the teacher and
high expectations of the students to take responsibility for planning and organising tournaments,
within a safe environment. A varied range of stimulating tasks develops team building skills and
collaborative work. Students respond well to the tasks and are gradually gaining an understanding
of the importance of clarity when giving instructions. More emphasis and comment on this skill
from the teacher would accelerate their progress. Apart from this, assessment in lessons is
effectively used to improve understanding.
169. Students are enthusiastic about the course and like the independence extended to them. They
feel well supported and value the mutual respect that exists between the teacher and themselves.
They talk confidently about their aspirations and how this course will help them if they choose to
follow a career in teaching. They are looking forward to the programme of visits to primary and
special schools to try out their coaching skills. Progress since the last inspection is mixed. At
that time there was no mention of post-16 physical education. AS and A-level courses have been
introduced but since withdrawn. The sports leaders' course is well organised but there are
currently no other curricular opportunities for students to study sports science or to take part in
organised team games. The students expressed disappointment about this. Leadership of the
department is satisfactory.
HEALTH AND SOCIAL CARE
The school does not teach courses in this area, but aspects of health and social care are taught
elsewhere, for example, in science, dance and production.
VISUAL AND PERFORMING ARTS AND MEDIA
The school makes unusually good provision in this area. The inspection covered, in detail, art and
design, media, dance, music, musical theatre, theatre and production.
Art and design
Overall, the quality of provision in art and design is very good.
Strengths
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• Students achieve well because teaching is consistently very good and they receive high quality
individual tuition and guidance.
• Teachers’ enthusiasm for their subject and determination to raise standards.
• Courses are well planned and structured.
• Exciting, good quality resources, including innovative use of computer aided design, promote high
standards.
Areas for improvement
• Students' independent learning skills, including their understanding of course requirements and
self-assessment.
• Development of learning opportunities and course choice through further links with other
performing arts areas in the school.
• Provision of technical support and space for the safe storage of post-16 work.
170. The department offers the advanced vocational certificate of education (AVCE) in art and design;
AS and A2-level courses in art, and an AS-level course in photography. Results are good, and
improving. In 2002, students achieved good results in both the AS-level and the AVCE courses.
In 2001, A-level results were broadly average. On the basis of current assessments the school
anticipates results for the AVCE course in 2003 will be better than in 2002.
171. The quality of work in progress, on display, and in students’ portfolios, confirms these standards.
The achievement of students in Years 12 and 13 is very good relative to their earlier attainment;
they are in line to do well. Students have good understanding of the use of colour and composition
in image making and knowledge of a wide range of art and design media. Year 13 experimental
work, for example, using mixed media to explore graphic techniques, shows a very good
knowledge of the properties of art materials and is highly expressive and creative. Large scale
self-portraits, and detailed drawings and paintings of still-life and natural forms, show above
average observational skills, with good understanding of proportion and spatial relationships. Both
Year 12 and Year 13 students understand the value of abstraction in graphic work and use
computers extremely well to enhance and manipulate images. The work of well known artists
such as Lucien Freud and Patrick Caulfield are used effectively to develop students’ own styles
and techniques. Photographic work, involving the study and work of professional photographers,
enables students to understand the importance of lighting, viewpoints and compositional
techniques as seen, for example, in very imaginative Year 13 work on the theme ‘lost’. Students
show an average awareness of contemporary art; they know how fashion constantly changes and
influences other art forms. Their assessments of the Turner Prize entries show understanding of
the major influences. Students evaluate their work reasonably well and record their thoughts and
ideas in visual and written form. However, documentation of processes and lines of inquiry needs
greater depth. Exactly how and why students’ work may be affected by art and design
movements past and present requires further development. Curricular specifications and student
log books are provided, but they are not used enough or related to assessment criteria.
172. Teaching and learning are consistently very good. Teachers are very enthusiastic and determined
to raise standards. Course structure and planning are extremely well detailed. Resources are
carefully prepared, aims and objectives are clearly stated and well communicated through good
demonstrations and questioning that aids assessment and reinforces learning. Teachers have
high expectations of their students and set challenging tasks. Strategies used to motivate and
stimulate creativity are very effective and result in a brisk pace, which leads to high productivity.
This is especially evident in printmaking, where a wide range of ideas and media are used
experimentally, or when digital cameras are used to quickly record the shapes and colours in a
small part of a still-life group. Regular review and assessment of work is good for individuals. The
quality of verbal feedback is very good, and at times excellent. More opportunities are needed for
students to contribute to their own learning in lessons and private study. Students need more help
with study skills and guidance on self-assessment procedures. The enthusiasm and positive
attitudes of the students are major strengths. Students take great pride in their work. Excellent
use is made of information and communication technology for research and for developing
designs. Course assignments involve some good work with outside agencies and other
educational establishments (such as a colourful mural for the local early learning centre).
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173. The department and courses are very well managed. Courses cover a wide spectrum of art and
design aspects. The aesthetic and technical sides are exceptionally well covered. Leadership is
very good; there is an ethos of raising standards and improving teaching and learning. Team work
is excellent and students benefit from the wide ranging expertise and interests of teachers. The
art department works well with colleagues in media and visual communication but links with other
subjects could be strengthened. High quality resources promote high standards, as do the
informative and inspirational displays in the art rooms and around the school. The recording and
collating of assessment information to monitor students' progress could be improved. Space is at
a premium in art rooms and in these cramped conditions there is a risk of damage to students'
work.
174. Overall, good improvement has been made since the last inspection. Courses offer more choice,
and student numbers and results have improved. However, more technician help is needed.
Media
Overall, the quality of provision in media is very good.
Strengths
• Students are enthusiastic, particularly for practical production work, and achieve very well.
• Teachers' good subject knowledge and commercial experience result in high expectations.
• A developing range of courses is attracting a growing number of students.
• Facilities for recording, filming and information and communication technology are excellent.
Areas for improvement
• The attendance and punctuality of some students are unsatisfactory.
• The organisation of technical support staff does not support radio production efficiently.
175. Two media courses are provided. The two-year course leading to an Advanced Vocational
Certificate of Education (AVCE) in media: communication and production, which replaced the
BTEC National Diploma last examined in 2001. A one-year AS-level media course is open to
students in Years 12 and 13 whose main studies are in other disciplines. The school has
changed its courses since the last inspection. It is retaining the AVCE and developing a two-year
full A-level in media studies. Whilst qualifications for recruitment are now more rigorous, these
changes offer better opportunities for a larger number of students to study media at a level
appropriate to their needs and abilities.
176. Overall, results are good. Students’ results on the vocational course in 2001 were high with over
90 per cent gaining distinction or merit. Results dipped in 2002, when there were staffing
difficulties, but results were satisfactory. The AS-level results in 2001 and 2002 were good. More
female than male students take courses in media and their results are generally higher. The
results indicate very good achievement as a significant number of students, particularly those
taking AVCE, start the course with no previous knowledge of media and with average or lower
attainment at GCSE. Rarely do students leave or not complete the course.
177. Standards are good and improving. The varied standard of work of Year 13 AVCE students reflects
their wide range of attainment at GCSE. Year 12 AVCE and AS-level students, who entered the
course with higher GCSE grades, learn more quickly and produce a higher standard of work. All
students develop high level vocational and technical skills and talk about their work with
knowledge and enthusiasm. Their production work in video, radio and animation is polished and
occasionally outstanding. The excellent facilities and support from teachers with experience in
professional production promote good achievement by students in creating short films and radio
recordings of a high quality. For many students, this is their best work. Students know the main
concepts within media and, in using them to analyse texts and visual material, show increasing
awareness of cultural context. More complex ideas are fully grasped only by the higher attainers
who display a sharper and more critical understanding in their writing. Lower and average attaining
students struggle with technical vocabulary. Students who experience difficulties with literacy
make satisfactory progress because of the emphasis on careful drafting and on structured writing
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y the teachers. In speaking, students adopt a constant informal register which is not appropriate
for all occasions. All students use appropriate techniques for investigation and research. They
learn quickly how to make full use of the excellent information technology resources available.
178. Students’ attitudes are usually very good. They are highly motivated and approach their class and
homework seriously, devoting much of their own time to improving and finishing their work. They
enjoy topics which draw on popular culture and moral issues important to them. Girls focus better
than boys on the set tasks and make a good effort to meet deadlines which are a vital aspect of
the vocational course. Students with casual absence have difficulties in keeping up with the rapid
pace of work. Students arriving late disrupted learning in a number of lessons during the
inspection. The level of advanced study is challenging for lower attaining students who are heavily
reliant on teacher support. However, the emphasis on good collaboration, where students feel
supported by others, assists progress. Relationships and personal development are very good
and students speak highly of the support they receive. On occasion, successful past media
students return to give technical advice, as with the updated school web-site.
179. Teaching is consistently good and there are many strengths. A distinctive feature is the teachers’
subject knowledge coupled with professional experience. Very good planning ensures lesson
objectives are clear and students know what they are learning. Teachers’ knowledge of students
is good, evident in the caring personal guidance offered and the high quality marking which
identifies strengths and targets for improvement. The emphasis by teachers on accurate, well
organised note-taking and writing enables higher attaining students to develop a style that is
mature and personal and the lower attaining students to improve their basic communication skills.
Teachers consistently and thoroughly monitor students’ progress and provide appropriate
guidance and individual challenge to students of different abilities. Although there are students
who remain passive in lessons, continuous tracking of their progress by teachers prevents them
from falling too far behind and underpins the very good retention rates. No successful strategies
are in place to improve attendance and punctuality.
180. Material studied offers good opportunities for students to consider in spiritual and cultural issues.
Films, such as The Sixth Sense studied by Year 13, give students the chance to reflect on
behaviour and emotion. Styles of humour are explored in programmes like Fawlty Towers, in which
students analyse misplaced social interaction. Topics on advertising and marketing allow
students to learn about the commercial world they plan to enter and they have a strong voice on
manipulation and the representation of gender and race. However, with an over-riding emphasis
on popular culture, opportunities are missed to engage in broader intellectual issues or take full
advantage of the diverse and multi-ethnic backgrounds of the students.
181. Leadership and management of the department are very good. All paperwork is meticulous.
Regular monitoring of teaching is planned although not yet in place. Staff changes over the last
two years have had an impact on the continuity of work and learning. The organisation of the
technical staff is not planned efficiently to support production coursework in the radio studio. A
well-prepared subject handbook is very helpful in maintaining consistent practice. Examination
results and examination board comments are analysed closely in order to improve the course and
the teaching. Commitment to the growth of the subject is strong. Since the last inspection, the
successful development of media has been a considerable asset to the school.
Dance
Overall, the quality of provision in dance is very good.
Strengths
• Students' understanding and technical skills are very good.
• Very good teaching enables students to learn very well.
• Extra-curricular opportunities are excellent: they extend students' range of dance styles and
experience.
• Studios and resources are very good.
Areas for improvement
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• The recruitment of boys on dance courses.
• The contribution students make to target-setting.
182. Results of A-level examinations and the BTEC National Diploma are consistently well above the
national averages. Standards in lessons and work seen by Year 13 students are well above those
expected nationally. Their work shows very good improvement from standards at the beginning of
Year 12; all students are achieving very well. Compositionally, their work is creative and inventive.
Most students have very good understanding of choreographic devices and the effect they have on
audience, including solo, duet and group work. Technical skills are very good across a range of
different dance styles. In a Year 13 lesson, students showed strong rhythm and understanding of
different tap dance qualities, with light and shade. They understand the influences of different
traditional dance forms on contemporary choreographers, such as Alston and Shobana. Students
can analyse their work and discuss it confidently, applying a range of choreographic and
theoretical principles. The standards of a small minority are not quite as good; their performance
is not as creative or expressive and they move less effectively from rehearsal to performance.
Standards among Year 12 students are well above those expected nationally. They have made
very good progress since starting the course and are achieving very well. They understand the
health and safety aspects of dance and put these into practice. Students’ choreography and
performance show high levels of planning and technical ability. This was very evident in a
contemporary dance lesson, in which students were preparing for a public performance. Their
work showed very good style, musicality and dynamics. Students give each other constructive
criticism on their creative work. A few have less sense of physical expression and their grasp of
theoretical aspects is more limited.
183. Students in Years 12 and 13 overall have good key skills. Information and communication
technology is very evident in students’ major written assignments. For example, in work on ballet
choreographers, most students use Internet research and data analysis, including graphics; a
few do not make enough use of information technology to enhance their learning and written
presentation. The majority is able to write at length on a variety of topics; all show good listening
and speaking skills. High attaining students show refined, extended writing skills, as for their solo
choreography work based on an abstract poem entitled The Wise Triangle, by Vasko Papa. The
written work of a few students lacks grammatical accuracy and good presentation skills. Students
are adept at using technical vocabulary. They confidently deal with number; this is evident in
tasks involving notation. Boys and girls achieve similarly well.
184. Teaching is very good, benefiting from the wide variety of professional experience and
understanding of the teachers, which enables students to learn very well. Most teaching includes
very good planning and technical input. Challenging teaching and schemes of work that build on
previous learning promote very good progress. Students refine technical, analytical and
choreographic skills and improve their understanding of the performing arts business. In a Year 12
practical lesson (on jazz), the excellent technical input of the specialist teacher, including very
high quality demonstration, resulted in all students making considerable improvement in their
understanding of how to perform sequences, in a jazz dance style. Teachers manage students
very well and maintain extremely good relationships with their classes. Their expectations are
very high, particularly of performance and safety. Teachers provide excellent opportunities for
students to develop as independent learners. In their eight week long production project, Year 13
students explore their own production role (as in marketing or costume design); they
choreograph, rehearse and perform to the public. A few Year 12 students take longer to adjust to
the more independent nature of post-16 study; they receive good support from teachers, who
guide them effectively towards a wealth of background information, including the very well
resourced library and subject base area. Students’ attitudes to learning are very good. They listen
to instructions, communicate very well in group work and confidently try new skills. The retention
rate on dance courses is very good, but boys miss out on dance opportunities: few opt to study
the subject. Students’ learning is greatly enhanced by the outstanding extra-curricular
programme, including public performances, workshops and involvement with primary schools.
185. Leadership is very good. The wide range of courses is well managed. The director is ably
supported by a dedicated team of full and part-time specialists. Very good procedures are in
place to monitor, evaluate and improve standards. Assessment systems are very good and are
used well to monitor students’ progress and to set targets, but students could contribute more,
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from their self-evaluation. Planning is very well detailed. Students’ learning is enhanced by access
to high quality resources and accommodation. The subject makes a very good contribution to
students’ spiritual, moral, social and cultural development. The department has made good
progress since the last inspection. The high standards of examination results, teaching and
resources, have been maintained.
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Music
Overall, the quality of provision in music is excellent.
Strengths
• Standards are rising: students make the most of their talents and achieve very well.
• Expectations are the highest and students respond by learning very well.
• Students are very highly motivated, work hard and enthusiastically.
• Leadership is excellent supported by very strong team work.
Areas for improvement
• The accommodation is under heavy pressure and its use needs review.
186. The department offers BTEC National qualifications including a variety of optional awards in
performance, practical music-making and music technology. Attainment on entry to Year 12 is
usually below the national average in music, but students display quite outstanding performance
and, or, composition skills. Results at the end of Year 13 are well above average, and the trend in
results for all courses is upwards. This represents good improvement since the last inspection.
Coursework by students at the beginning of Year 12 is sometimes very basic, and shows real
gaps in many students’ knowledge of time and key signatures, chord construction, Italian terms
for dynamics and similar elements. However, coursework at the beginning of Year 13 is well
above average, shows a good grasp of the elements which were omissions a year before and
indicates that the next set of results will be very far above the national average.
187. Students' very good achievements are the result of very good teaching, which includes many
instances of excellence. This is a very good improvement since the last inspection. The
peripatetic tutors make an invaluable contribution to the musical experience of almost all of the
students. Teaching is characterised by excellent subject knowledge, excellent teamwork, and
total commitment to the students’ success. Expectations of effort, generosity and commitment
are of the highest and very good use is made of questioning to elicit understanding. Above all
there is clear understanding of how students, who do not necessarily read music or have
familiarity with the mathematical constructs on which music is based, nevertheless have
internalised their sounds, harmonies and chordal progressions. This means that students could
work through and understand counterpoint construction – as by J S Bach – and, in the same
morning, understand, play and sing the contrasting drum music of Kenya and southern India, with
some style and much passion. In between they sang madrigals in four-part harmony to develop
their sight-singing abilities. The music technology and business elements of the courses are very
valuable to all the students. In the former, they learn the valuable skills of recording and ‘bending’
sound to the best possible effect, including their own sounds. In the latter, they learn about the
complicated business of copyright and how vital it is that they understand, as it can radically
affect their earnings. They are intrigued that the BBC ‘got it wrong’ when they adopted Nessun
Dorma, by Puccini, as the Football World Cup song, when the change in the copyright rules in
1988 meant that it had gone back into copyright.
188. Students' performances are electrifying. This is why most of them wanted to come to the school
and they are absolutely single-minded about the business of making music with others in public,
to the delight and congratulation of the members of the school, and visitors. They not only
perform, but compose also and the compact disk (CD) produced for the Queen’s Golden Jubilee
is an elegant exposition of the range of their skills and talents.
189. The sense of joint endeavour in the department is extremely strong. This comes from the
excellent example - set by the staff - of how different disciplines can work together towards a
common goal and it translates and communicates itself very strongly to the students. Provision is
rich. The curriculum is flexible and very responsive to the needs and abilities of all the students.
The range of courses available is very good and, together with the many opportunities for extracurricular
activities, students have an extremely broad range of learning opportunities. They
thoroughly appreciate this, as well as the time and care which the department lavishes upon
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them. In lessons, there is a very obvious demand for good manners and a generosity of spirit
when listening to other students performing, or when playing as an accompaniment to them.
They are very sensitive to this. The pure joy in successful performance sustains them through the
hard work required - and they work very hard. They show a singularly high level of independence
and skill in most areas, yet sometimes still arrive without a pencil. Pressure on accommodation
is heavy and its use should be reviewed.
Musical theatre
Overall, the quality of provision in musical theatre is excellent.
Strengths
• Standards of attainment are very high: students achieve very well.
• Teaching is very good; teachers make good use of their professional experience and expertise.
• The subject makes a very effective contribution to students' personal development.
Areas for improvement
• Ensure that students' attainment in vocal skills is in line with their attainment in other areas.
190. Musical theatre is offered as a course leading to the BTEC National Diploma. It provides a
modular course in dance, drama and music. The course has become increasingly popular;
numbers have increased almost three-fold since the last inspection, although girls continue to
outnumber boys, by about three to one. For students in Year 12 it has replaced A-level courses
in performing arts, but some students in the current Year 13 are completing the A2-level course
as an additional qualification. The work in this course was sampled, and standards are average.
191. Standards in the musical theatre course are well above average. Since the last inspection, when
most students were awarded a pass grade, standards of attainment have risen significantly; in
2002, a high proportion of students was awarded distinction. All other students gained a merit,
and only one or two failed to complete the requirements of the course. Students' achievement
during the course is very good. The rapid progress made in Year 12 is sustained throughout Year
13. The retention rate is very good. Many students go on to study the subject further, either at
performing arts colleges or university, and others go directly into the performance industry. At the
end of Year 12, during which all students follow a common curriculum, students choose one of
two routes designed to equip them for whichever direction they may take in the next stage of their
career. The dance, drama and music components of the course are well integrated, providing
students with very good opportunities for developing a wide range of performance skills and
knowledge.
192. Students perform well, frequently achieving very high standards. Most students become
competent in interpreting situations and emotions, and in communicating these to their audience.
Students of very high ability are able to engage their audience in emotional situations through
powerful portrayals of human dilemmas. At performances of The Hired Man, which took place
during the week of the inspection as part of the course in performing for Year 13 students, the
audience was at times transfixed and obviously moved by the authority of much of the acting.
Students develop very good dancing and movement skills, which they use to great effect in
devising and realising sequences in choreography. They also understand the importance of, and
quickly become competent in, non-verbal ensemble skills of alertness, eye contact and crisp
rhythmic response. Coupled with honest evaluation of the quality of their efforts and a tenacious
desire to perfect the results, they learn to perform complex choreographic sequences with
discipline and very good control. In one lesson, a rehearsal for the group’s forthcoming production,
choreography was used very effectively to portray comedy. Students in Year 12 make very good
progress in this area. During the course of their lesson high ability students devised, rehearsed
and presented an extended sequence using a range of choreographic devices; these were well
controlled, imaginative and innovative, showing a flair for taking calculated risks. At all stages,
students are fully aware of the need for a central focus on performance.
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193. Most students have good singing voices and enjoy creating a full, exuberant sound. They are
capable of an effective range of dynamics. Very soft, crisply articulated passages in numbers
from the musical Pippin were well used to provide dramatic contrast. Vocal quality suffers to
some extent when combined with the complexities of movement; frequently, tone is lost when the
vocal line extends into the upper register of the voice. This is particularly noticeable in girls’
singing. Students need to listen with greater discrimination to the quality of the sound they
produce to ensure that intonation is precise, vowel colour is appropriate and diction is clear.
While their acting skills are generally very good, not all have developed a consistently clear
delivery of spoken lines. Their sense of timing and inflection are good, but at times a lack of clear
articulation mars the overall effectiveness of their acting. Students undertake written assignments
conscientiously. Their research is extensive and thorough over a very wide range of topics, and
much of their writing reflects the pleasure and satisfaction they have gained from their new
knowledge.
194. Students learn well and make very good progress because the quality of teaching is very good.
All staff are very experienced practitioners in their various disciplines, and many are directly
involved in the performance industry. They are deeply committed to students as individuals, and
communicate their love of the performing arts with passion and intensity. Course content is
carefully considered to provide a full understanding of the diverse and complex nature of
successful performance. Lessons are thoroughly planned with clear objectives to ensure that
learning takes place systematically and progressively. Expectations are very high, and students’
work is rigorously assessed so that they know how to improve. No student is permitted to be
content with first attempts. As a result, students respond with enthusiasm and commitment,
accepting constructive criticism with equanimity and working with tenacity to improve further.
Homework is used effectively to consolidate new learning and to provide continuity for creative
thinking. Work is often very well planned for different abilities: students described various lessons
in which, for example, more experienced dancers were set tasks which extended their technique
and imagination while other less experienced students learned basic technique. Technical
language is used as a natural means of communication; as a result, students quickly acquire a
vocabulary which they readily use as the most appropriate means of expression. Support for
students with special educational needs is very good. Students who have dyslexia are given
individual help in developing strategies which will permit them to write satisfactorily. Relationships
are at all times very good. Several students receive extra tuition in singing from a team of
peripatetic teachers. In the small number of lessons observed expertise was very high and the
quality of teaching was very good.
195. Students concentrate well and work very hard. They give a great deal of their time outside of
lessons to practising or research, and develop good habits of reliability and self-organisation,
although some have not developed good punctuality. All students are anxious to succeed, and
take full advantage of the many opportunities available in the school and beyond to further their
experience. They are self-critical and honest in their appraisal of each other’s efforts, but remain
considerate and supportive of one another. Students work co-operatively and amicably together
without regard for differences in ethnicity or gender, fully aware of the importance of good
teamwork.
196. Much of the equipment is of professional quality and accommodation is generally suited to the
demands of the subject. However, some rooms are poorly ventilated and over-resonant. In
smaller rooms this is exhausting for the teacher. The resonance of one classroom prevents
students in larger singing groups from developing good aural discrimination. One practice room is
shabby. Fluctuations of temperature in some areas at times create unsatisfactory working
conditions.
197. Leadership and management are very good. Educational direction is very strong: it takes
students’ aspirations well beyond the confines of the requirements of the diploma course,
enabling them to develop insight and breadth of vision. Students’ work is carefully assessed and
records are meticulously maintained. Students themselves said that they felt well informed
about their progress and that they knew how they could improve further. Members of the
department work collaboratively as a team, and communications are very good. However, the
evaluation of the outcomes of teaching is not rigorous enough in all components. As a result,
students’ attainment in vocal skills is lower than in other components. Contact with peripatetic
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teachers tends to be informal and so opportunities for monitoring the quality of teaching and
learning and for assessing students’ progress are lost. Members of staff work tirelessly to
organise and maintain a rich programme of performances in a variety of musical genres from
review and cabaret to full-length musical shows. In addition there are many visits to professional
productions and backstage in theatres, and regular workshop sessions. Contact with higher
education institutes is good, and the department is engaged in developing further links with local
primary schools. Improvement since the last inspection is very good, and the department is well
placed to improve further.
Theatre
Overall, the quality of provision in theatre is excellent.
Strengths
• Achievement is high: students gain distinction or merit at BTEC National.
• Very good teaching motivates students who make excellent progress.
• Performance and improvisation skills are excellent.
• Community links enhance students' skills and experience.
198. Almost all students follow a course leading to the BTEC National Diploma in performing arts. A
few students take A-level GCSE in Year 13 and some opt to take AS-level examinations in Year
12. Standards in the BTEC National Diploma course are well above expectations. In 2001, 75
per cent achieved distinctions, and while the proportion was lower in 2002 it was still very good.
Almost all of the large number of students completed the course (57). This reflects excellent
progress, from students' attainment on entry. Results in A-level examinations are satisfactory. In
some years student numbers have been low but achievement has been reasonably good. In
2002, results at AS-level were good.
199. At the end of Year 13, students have a very wide range of relevant skills. Excellent performance
and improvisation skills were seen during inspection week. Eight monologues, prepared as
examination pieces, devised and performed in a small space within a five minute period, showed
their ability to create and present a character most effectively. In the best pieces, the social
nuance was conveyed, the twist in the dialogue and, in one or two, the range of emotion
expressed were outstanding. The extent of ability to accept and give constructive criticism of
their own and others’ work is unusual. In preparation for professional or university auditions, all
Year 13 students watched a video of their individual performances and then discussed them
together. Teachers and students were totally united in the search for the highest achievement.
Students have a very good understanding of arts administration, management and marketing. In
voice technique lessons, students use their voices clearly, modulating them suitably and
projecting them effectively. They have an excellent understanding of and the ability to apply the
theories and working methods of individual directors such as Augusto Boal, Mike Leigh and the
company approach of Theatre de Complicite in their own work.
200. The quality of teaching is very good. Teachers often use their excellent knowledge and
professional experience to provide, through thorough questioning, a framework which then allows
students’ creativity to shape an improvisation or performance. In all lessons, there is a sense of
common purpose and trust. On occasion, after discussion, students raise analytical questions.
After reading a scene from Look Back in Anger, they raised the problem of balancing the writer’s
intended interpretation of a character with that of the actor. The planning of the units is excellent
but occasionally a lesson is less structured and pace and challenge slow down. Homework is
regularly set and very good advice on improvement is always given. Technical terms are well
taught and students use them accurately. Information and communication technology and
numeracy skills are effectively taught in the relevant units. An excellent feature is the way in
which students are encouraged not only to be independent but also to take the initiative and to
use their own creativity. Year 13 students both lead their own workshops, and also act as
assistants in other years, and are completely responsible for some aspects of the production. The
department gives excellent opportunities for the ambitious and motivated students to direct and
perform their own shows. Students with special educational needs make the same excellent
progress.
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201. Leadership of the department is excellent. The teachers’ teamwork is a very good model for the
students. Students appreciate the guidance and help of the teachers about their career choices.
The range of curriculum opportunities inside and outside the daily timetable is exceptionally good
and students use it fully. On Political Protest Day, Year 12 students had researched a range of
topics (republicanism, anti-legalisation of cannabis, children and racism, street crime, Sharia law
and others), and then presented their viewpoint as dramatically as possible. Considerable
creativity was shown in tableaux characters. Roles were very well sustained. The links that the
department is developing with the community through BRIT Kids, the St Giles school, and
professionally with Paines Plough Theatre company, extend opportunities still further. Since the
last inspection, high standards in lessons and examinations have been maintained. The
development of extra-curricular activities has further enhanced the curriculum. Improvement has
been very good.
Production
Overall, the quality of provision in production is excellent.
Strengths
• Students achieve very well: results are high.
• Students learn very well, benefiting from the unusually good professional experience of teachers and
production staff.
• Students are highly motivated; they respond very effectively to professionally-challenging demands.
• Specialist facilities are excellently used.
Areas for improvement
• Informing students about their progress, strengths and weaknesses so they know how to improve.
202. The BTEC National Diploma in performing arts is provided with a focus on production. Results are
high, reflecting very good achievement by students. The course is structured so that students
benefit from the work environment established within the school itself. Students use the specialist
resources to develop technical production skills as support for the numerous performances and
shows. They work to tight deadlines and experience the pressures of regular performance,
practice and rehearsal schedules. Their experience in a professional environment is exceptionally
good. Work on design, in costume, lighting and sets shows very good understanding of purpose.
Students talk confidently and knowledgeably about the effects created by different fabrics,
creation of mood and atmosphere in lighting and practical considerations of shadow, sight lines
and space in designing their sets. The best examples are supported by detailed notes and project
designs which explain the planning and design processes, with comprehensive personal
comments and evaluation, showing excellent depth of understanding. Designs are often
innovative although presentation shows variation in quality. Students generally use equipment
sensitively taking great care with detail.
203. Teaching and learning are very good. Teachers, with production staff, provide unusually good
comprehensive subject knowledge gained from a range of practical and professional experience.
Students learn the ‘trade’ from people who have real insight and their understanding develops
breadth and depth. Teachers explain clearly lesson purpose and objectives, students know what
they are expected to achieve and concentrate and settle quickly to tasks. Relationships are very
good, teachers often act as mentors or guides, taking students through processes systematically
and discussing issues as they arise, highlighting key points. Students respond with maturity,
working very effectively on their own or in small, mutually supportive groups. They listen carefully
to the teachers and to each other and are confident enough in their capabilities to suggest
alternative strategies and discuss each other’s ideas objectively. Supporting notes on skills are
clear and unambiguous, acting as a very good resource for future work. Lesson pace is generally
good although on occasion it lapses. Demands placed on students to meet deadlines are
extensive; they have to focus on tasks, work effectively in teams and are expected to give of their
time to meet the demands of the profession. They respond enthusiastically, making very good
progress.
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204. Management of the course overall is good. The course is well structured with good development
and extension of practical skills to meet the requirements of examinations. Students are
assessed regularly although not all understand the assessment criteria, where their weaknesses
lie or how they can improve as the work is in progress. Resources and facilities make a
significant contribution to standards and are managed with excellent efficiency. Equipment is of a
very good specialist standard, including new technology alongside the more usual manual or
mechanical equipment in many theatres.
205. Progress since the last inspection is very good. Results have improved, teaching is well planned
with clear focus and direction and opportunities to follow the course have been extended to all
post-16 students.
HUMANITIES
The inspection covered, in detail, history and psychology. No other humanities subjects are provided.
History
Overall, the quality of provision in history is good.
Strengths
• Students achieve very well in view of the fact that they have not studied history at GCSE; standards
in document analysis are good.
• Teaching is very good: it is enthusiastic and reflects strength of subject knowledge and high
expectations of students.
• Students are highly motivated and participate actively in their lessons.
Areas for improvement
• Students lack the detailed historical knowledge needed to support their analysis, and to gain high
results.
206. Examination results in AS-level history were below the national average in both 2001 and 2002.
Most passed, but did not receive the highest grades. However, it is difficult to make meaningful
comparisons because the numbers of students involved were small. The students achieved very
well in view of the fact that they had not taken history at GCSE. Standards in the document
analysis paper were higher than in the rest of the examination: two students in 2002 achieved
grade A for this component. Observation of lessons and scrutiny of students’ work suggest that,
although overall standards remain below average, achievement is very good relative to students'
earlier attainment. Numbers, though still small, have increased this year, indicating that the
subject is gaining in popularity.
207. Students analyse historical sources critically and evaluate a wide range of evidence to produce
well-balanced and convincing arguments. This was evident, for example, in a lesson on the
significance of Churchill in British history when students examined a series of photographs and
speeches in order to assess his importance. The analysis of these sources was of a high
standard. Students make very good use of opportunities to discuss their opinions in both formal
and informal debate. Their essays are well constructed and neatly presented. The main
weakness in standards is that students lack the detailed historical knowledge with which to
support their arguments. This is because most have not studied the subject since the end of
Year 9 and find it difficult to marshal the necessary large body of factual knowledge needed at
sixth form level. This is a key area of development. The department realises this and is working
hard to develop this aspect of learning through, for example, strategies such as beginning lessons
with 10 questions.
208. Students learn very well in their history lessons. This very good learning results from both the
quality of teaching in the department and from the students’ own committed attitudes to study.
Teaching is very good. Teaching has many significant strengths which have positive impact on
both students’ attitudes and the quality of their learning. As a result, students make clear
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increases in both the range of their knowledge and in the depth of their understanding. The
content of lessons is challenging and students are encouraged to develop their own historical
viewpoints. The teacher makes very good use of questioning to clarify and reinforce students’
understanding. Evaluation of students’ work is speedy and thorough and helps them to focus on
what they need to do in order to improve their work. Students are encouraged to use the correct
historical terminology and are specifically taught the skills of skim reading and note taking. This
is helping them to make better use of their historical knowledge. They have access to a wide
range of books and other resources. During the week of the inspection, for example, they looked
at Mo Mowlam’s interpretation of Churchill on the recent BBC Great Britons programme and
compared it with Roy Jenkins’ recent book. This was done with the aid of an electronic
whiteboard. As a result of the enthusiastic and knowledgeable teaching, students have positive
attitudes towards the subject. They are hard working, amenable and motivated. They clearly
enjoy their lessons and value what they are learning.
209. The subject benefits from very good leadership and a clear sense of direction shared by both the
head of social studies and the specialist teacher. No mention was made of post-16 history in the
last report.
PSYCHOLOGY
Overall, the quality of provision in psychology is satisfactory.
Strengths
• The quality of teaching is good, enhanced by the teacher's good subject expertise.
• The quality of students' oral analysis of case studies is good.
• Students' attitudes to learning are very good.
• The departmental analysis of reasons for poor results is accurate and has resulted in appropriate
curricular changes.
Areas for improvement
• Results at AS-level, which are well below average.
• The quality of students' written work, to improve their response to examination questions.
• The systematic sharing of information with other psychology teachers about the effectiveness of
different teaching and learning styles.
• Opportunities for students to carry out research and present this to the class.
210. Psychology was introduced as an option at AS-level four years ago in response to student
demand. It is a popular subject, attracting a large group of students each year, mostly girls. In
the first two years only a third of the class completed the course. In the last two years more
students have completed the course but results remain below the national average.
211. The school has correctly identified a number of factors which have influenced these results. Most
students have not studied a social science subject before coming into Year 12. This has now
been addressed with the introduction of sociology in Year 10. One of the three AS-level modules
has been entered in January. This has been too early for most students, has led to some
dropping the subject and demotivated others. The current students will enter all three modules in
June, re-sitting where necessary the following January. An analysis of students’ written work and
observation of lessons confirms the appropriateness of this decision. Students’ oral analysis of
case studies and ability to hypothesise on reasons for results obtained through research are
good. Their recall of previous work is also good. In work on deprivation, they were able to compare
case studies, analyse the variables which might have influenced each case and suggest where
this challenged some theories of child development. However, at this early stage of the course,
students’ written responses to examination questions are below average. Answers tend to be too
descriptive, to include irrelevant information and are sometimes clumsily expressed. They have
yet to develop the facility to synthesise a short cohesive response to a question, with appropriate
reference to research.
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212. AS-level psychology is a completely new subject for all students in Year 12 and their progress is
satisfactory. They are very enthusiastic about the subject. Most had little knowledge of what the
course entailed before they started and a few left after the first few lessons. Those remaining find
the course challenging, but relevant to their studies in performing arts. Students work well. They
listen attentively to the teacher, questioning where they do not understand. Most participate in
class discussion and collaborate well in group work. They make good use of texts and support
each other when answering written questions, challenging each other’s responses. They keep
notes very effectively. However, while some organise their work in an exemplary manner and carry
out research between lessons, others do not and are thus unprepared to answer examination
questions.
213. The quality of teaching and learning is good overall. The subject benefits from being taught by an
experienced teacher, who is undertaking a degree in the subject. Lesson planning is good, with
clear objectives. The teacher’s exposition to the class is very good. In this, she displays very
good up-to-date subject knowledge. Relationships in the class are excellent. The teacher
encourages lots of discussion and group work. While students are encouraged to carry out
research between lessons, they would benefit from more structured opportunities to do this. For
example, by being required to present case studies, they have researched, rather than the
teacher always making the initial presentation. However, within a long session, students
experience a good range of learning activities, involving teacher exposition, whole class and group
discussion and individual written work. The teacher has high expectations of students. They are
asked challenging questions and provided with good individual support about answering written
questions. However, students may benefit from earlier opportunities to share responses to written
questions, and the use of writing frames. For example, students struggled in defining the terms
secure and insecure attachments, which diminished their confidence in answering the subsequent
questions which were more straightforward. Students are encouraged to use information and
communication technology in carrying out research and occasional use is made of an interactive
whiteboard in lessons. However, information technology is not systematically used for
researching topics. Interactions in class are excellent. Good use is made of humour. The teacher
knows the students well and has a good understanding of their strengths and weaknesses.
Marking of work is of good quality, both supportive and diagnostic. The teacher monitors students’
work regularly.
214. The subject is taught by one teacher, who as head of humanities teaches a range of subjects
including English. She meets other psychology teachers as part of her degree course and attends
training each year. However, this has not yet developed into a network with other teachers for
systematic sharing of information about the effectiveness of different teaching and learning styles.
Planning for the subject is thorough, with a sound scheme of work and a good range of resources
for reference.
ENGLISH, LANGUAGES AND COMMUNICATION
The inspection covered, in detail, English and French. No other courses are separately provided.
The core skill of communication is developed as a planned element of vocational courses and an integral
part of English. Standards are good, overall, and best in speaking and listening. Students readily
engage in discussion about their work, such as in media lessons, and in debate, as in psychology and
history. In science, they present research findings to the group. In most subjects their capacity to
evaluate their own and others’ progress in lessons is outstandingly good, as observed in dance and in
theatre. Most students use technical language well in performing arts subjects but some in media find
this difficult. Most advanced courses require an element of research and the library is a very helpful
resource for this - and is well used in dance and musical theatre but the range of books for French is
narrow. In history, students learn to analyse a wide range of material critically and they are helpfully
taught specific skills to help them to do so. Generally, most written work is good, and in dance it is
extensive. Students' written evaluations in media and art and design are good, but progress in art and
design would be strengthened by better documentation by students of their lines of inquiry. Most
students in physical education organise their work well, but some find this difficult and students in
English, in Year 12 especially, and in psychology, need help in structuring their written work.
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English
Overall, the quality of provision in English is good.
Strengths
• Consistently good teaching enables students to progress well.
• Discussion is well used to deepen understanding.
• The subject is very well led and co-ordinated.
• Assessment is well used to monitor students' progress and help them to improve.
Areas for improvement
• Teachers' expectations and guidance on written work, to improve the standard of essays.
215. Students enter Year 12 with results that are in line with the national averages or just above. They
make good progress and achieve results in AS-level examinations that are above the average.
Results in the A-level examinations have been in line with national averages for the last few years.
216. Standards observed in lessons and in written work are in line with these results. Students are
very well motivated. They say they enjoy the lessons and appreciate the help they receive from
their teachers. This became obvious during the week of inspection. Students know the set books
intimately and read other similar texts for comparison. They also delve into works of criticism,
enabling them to set literature in its historical and social context. All discussion observed was
lively, articulate, relevant and well informed. Students enter into impassioned debate about, for
instance, the nature of kingship in a play like Edward II. They had clearly learnt a great deal
about the different versions of civilisation represented in the novel Things Fall Apart, and could
argue about the values of each. However, standards of writing are more variable. In Year 12,
students are still not expressing themselves with enough accuracy. The less able have difficulty
structuring their essays persuasively. They do not have a good grasp of how to interpret what a
question properly requires, how to incorporate quotations, how to begin an essay or how to end it;
they need more guidance and practice in writing.
217. Teaching is good so students learn well. Teachers know the subject well. For example, they can
explain lucidly and entertainingly the Greek myths that underlie poems like The Lotus Eaters and
Ulysses. They encourage students to compare the set poet, Tennyson, with others not on the
syllabus, such as Blake and Keats. They know how to engender debate and are adept at making
judicious interjections to move the debate forward. They mark essays with thoroughness. Where
(as in Year 12) there are errors in the use of English, they correct these with great attention to
detail. It would help further if they also explained in more detail how to rearrange the argument to
make greater impact.
218. Students speak enthusiastically about their experience of studying English. They enjoy the
stimulus of debate and feel they are making good progress. They are deeply grateful for the help
their teachers give. They have chosen to study English because they had enjoyed it in earlier
years, and have no regrets about their choice.
219. Improvement since the last inspection has been good, and has been reflected chiefly in
examination results. The subject is very well led and co-ordinated with regular meetings, sharing
of good practice and monitoring of students' progress. Resources are good. Many students now
make full use of the Internet for research into the lives and work of the writers being studied.
They are aware of their weaknesses and what they should do to improve.
French
Overall, the quality of provision in French is good.
Strengths
• Students make good progress in well taught lessons with authentic use of French throughout.
• Resources are varied and relevant to the interests of the students.
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• The atmosphere in lessons is constructive and encouraging.
Areas for improvement
• Expectations of students, so they become more independent in their learning, researching and
gaining access to resources for themselves.
• Guidance provided in the Year 12 induction programme in order to assist students in making the
transition from GCSE to AS-level work.
• Assessment procedures, so that students receive regular feedback and know what they can do to
improve.
220. Results at the end of Year 12 are average. There is no difference in the standards achieved by
male or female students. The number of candidates choosing to study AS-level French is small,
but the subject is becoming steadily more popular and the number working towards the
examination in 2003 is over twice the entry in 2001.
221. Progress in lessons is good overall. Some students enjoy a natural advantage (such as having
parents who speak French) and make very good progress. The difference between the standards
of GCSE and AS-level is considerable and even though students make good progress, few obtain
the highest grades. Despite this, those who choose to continue with French at AS-level have
positive attitudes. Even those who are finding the transition difficult to manage are making an
effort to rise to the challenges involved. They are good at identifying parts of speech and in
lessons acquire new vocabulary and knowledge of sentence structures, extending their ability to
read and understand French in authentic situations. Students are encouraged to pursue their own
ideas and interests. For example, in the Year 12 class, students have studied the biographies of
famous French cinema actors and obtained information and stills from French films, through the
Internet.
222. Teaching is good with several strengths. The French used in lessons is entirely authentic and
teachers are always ready to share their personal experiences of French education and culture
with the students in an interesting and engaging way. The content of lessons is relevant and
resources are well chosen. For example, in a lesson observed, students listened to a radio
programme about divorce in France which was followed by discussion of the issues involved, as
well as by grammatical analysis of the transcript. The work is skilfully planned so that all
students of all abilities are fully involved. For example, in topic about divorce, the grammatical
exercises were carefully graded. In another lesson, students were paired in a way which enabled
them to gain and give each other confidence: the strongest worked with the weakest and students
of middle ability worked together. Some weaknesses in the teaching were observed. While
attention has been paid to encouraging the students to be independent in their learning, this
aspect has not been fully developed. In particular, students’ study skills are weak, they are not
aware of strategies for following up their curiosity for French language and culture and do not
possess the means of gaining access to appropriate resources; the library stock is poor and
opportunities in lessons for guided exploration of the Internet are rare.
223. Leadership and management of French post-16 are satisfactory. The teachers work well together
to produce resources and lesson plans of good quality. Students feel well supported, but some
have been surprised by the jump from GCSE to AS-level and would welcome support and
guidance on how they might become more independent learners. Assessment procedures are
being developed, but do not yet give students the regular, detailed guidance they need on how
well they are doing and how they can improve. Improvement since the last inspection is
satisfactory.
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